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A 




EDUCATION IN BOLIVIA 


DATA REPORT 


THE U. S, AID MISSION TO BOLIVIA 


JULY 1980 


EDUCATION IN BOLIVIA 

II 


DATA REPORT 


THE U. S. AID MISSION TO BOLIVIA 


JULY 1980 






? 2'2 1319 ^ 





EDUCATION DATA REPORT 


< 4 - 

1 > 


o 


JULY 1980 


TABLE OF CONTENTS 


Page 

PART I - OVERVIEW 


Introduction 1 

Glossary of Terms 3 

Educational System 12 

Rural Education 16 

Decentralized Education 21 

Adult Education, Literacy Training, 

and Non-Formal Education 24 

Observations on Current Data 28 

Special Projects 32 

PART II - DATA SUMMARY 46 

Section A - Statistical Tables 47 

Section B - Selected Data, 59 

Illustrated by Graphs and Histogram 

PART III - STATISTICAL DATA 72 

Tables 1-89 73 


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PART I - OVERVIEW 


INTRODUCTION 


This report does not pretend to be definitive. Many areas discussed require 
broader and in-depth analysis. The compendium of more than 100 tables and 
graphs require comment and further refinement. 

This study was limited by two factors. First, the coup of July 17, 1980 
created a communications break with the responsible members of the Ministry 
of Education (MEC). The coup terminated the official relationship between 
the educational analyst and the MEC educators and caused delays in the 
presentation of the report. In some cases, it was not possible to obtain 
detailed data from official sources. Second, time proved insufficient to 
accomplish all desired information and data. As a result of these two 
limiting factors, there are areas that deserve more attention. * 

Within the perspective suggested by USAID/B for this report, the educational 
analyst has drawn his data and information from three sources: the Bolivian 
educators interviewed, the available data and literature at USAID/B and 
MEC, and the analyst's recent professional experience in Bolivia, The 
statistical data offered by MEC was recast into a compendium of more than 
100 tables and graphs. 

The data presented is the best available and most comprehensive is scope. 
Special emphasis is given to the areas of rural education and the role of 
women in education. Rural education is considered in terms of access to 
educational opportunity for rural youth. Women are viewed in their respec¬ 
tive roles as students, as teachers and as educational leaders. 

In Bolivia, the social demand for education is increasing. Statistics 
indicate that since 1970, the educational population has continually 
grown in all educational sectors - urban, rural, decentralized and private. 
Neglected areas, such as rural education, literacy and the education of 
women, are beginning to receive proper recognition and attention. This 
demand reflects the mounting aspirations of parents for their children. 
Today, a parent is more likely to want his child to complete primary 
education than ten years ago. It is possible that in another ten years 
the stress will be on secondary school. 

One key indicator is Bolivia's ability to satisfy the social demand within 
its educational system's capacity. Since 1970, at least, Bolivia has met 
some of its requirements on a quantitative basis. The numbers have 
increased, but they have been accompanied by wastage, failure and dropouts. 
The lack of quality and resources that prevail offer a marginal education 


* Data for this report and an initial draft analysis were prepared by Dr. 
Murray Simon from May-July 1980. Due to events subsequent to the July 
1980 coup, including the reduction of USAID staff, the final drafting and 
publication were delayed. Dr, Jean Meadowcroft of USAID/B/HR edited the 
final draft and updated the text where necessary. 




2 


for Bolivian youth. In the rural areas, children are taught in Spanish, 
which is not their native tongue. In most schools, lack of financial 
support means no chalk for the blackboard, no learning materials, little 
supervision, the near absence of research or evaluation, little in-service 
education, and the basic use of deficient methods of teaching. The teachers 
themselves learned little that is practical when they were in the normal 
school; in effect, they teach in the same simplistic manner that they were 
taught when they were pupils. Excellence is far from being achieved. 

Bolivian education is neither a fully public nor an elite system. A fully 
public system throws its doors open to allow everyone to stay as long as 
he/she likes. But in Bolivia, rural education has not yet provided 
sufficient access to upper elementary, intermediate or high schools. Nor 
does rural education receive sufficient funds; it gets about 35% of the 
educational budget for 70% of the population. Further, with very few 
bilingual programs offered, the retention of non-Spanish speaking pupils is 
low. The other alternative, an elite system, gives everyone an opportunity 
for a primary education and then uses a severely selective process to decide 
who continues. In Bolivia, the effect is elite, but for the wrong reasons. 
The available educational opportunities in urban areas give the urban child 
a decided advantage over his rural counterpart. 

Bolivian education needs direction, a philosophy and a system to implement 
its objectives. These needs must be supported with the necessary funds to 
supply schools with teaching materials, audio-visual equipment, teacher¬ 
training programs, facilities maintenance, and the communication and trans¬ 
portation systems to fulfill administrative needs. 

Too often, critics of Bolivian education have pointed to its deficiencies, 
This educational analyst prefers the analogy of the half-full/half-empty 
bottle. There is no choice but to consider the bottle half-full and to 
move education along its best available paths. 


ADULT EDUCATION : 

BACHILLERATO ; 

IX: 

CAREER PROGRAMS : 

CEDED: 


CEMA : 

COMIBOL: 


- 3 - 

GLOSSARY OF TERMS 


Intended for adults above the age of 15 in leteracy, pri¬ 
mary, secondary and apprenticeship training programs at 
an accelerated pace. To date adult education has been an 
urban phenomenon. Adult education activities are part 
of the Office of Adult and Non-Formal Education in the 
General Direction of Urban Education (DGEU). 

The diploma awarded to a student upon successful completion 
of his secondary school education. This diploma is not 
automatically awarded. The student applies for his bachi- 
llerato through his local university which evaluates his 
work for the previous six years and, if satisfactory, awards 
the bachillerato to the student. 

Abbreviation for Universidad Catolica, the only private 
university in Bolivia, located in La Paz. 

A specific university program offered within a given fa¬ 
culty. For example, medicine is a career program in the 
Faculty of Health. 

(Centres de Desarrollo Educative Distrital ) 

The main administrative unit in each department of Bolivia 
for decentralized public education. The CEDED is directed 
by a Council of the Urban District Director, the Rural 
District Director, the Director of Servicio integrado Dis¬ 
trital de Administracion (SIDA) and the Director of the 
Servicio de Apoyo Educative (SAED). The district directors 
alternate as president of the Council. The CEDED was 
created, developed and implemented by the Consejo de Racio- 
nalizacion Administrative.(CRA). 

(Centro de Educacion Media Acelerada) 


An accelerated adult program in secondary education which 
may be completed in half-time compared to day students. 
Besides semester examinations, an oral examination is re¬ 
quired at the end of CEMA studies. A successful student 
receives a Bachillerato en Humanidades por Madurez y Efi- 
ciencia . 

(Corporacion Miners de Bolivia) 

One of the two decentralized educational enterprises in 
Bolivia. It offers free educational services to children 
of parents who are employed by COMIBOL in the mining dis¬ 
tricts. It covers pre-school through high school and 
















- 4 - 


COMISEN: 


CONEPLAN: 


CONES: 


CRA: 


CYCLE: 


DGA: 


awards scholarships to outstanding students who will 
study in areas related to mining and metallurgy* 

( Comision de Integracion de lbs Servicios del Sector 

Educativo ) 

A study group of CONEPLAN funded by a $450,000 grant by 
the Interamerican Development Bank (BID)for the purpose 
of establishing a National System of Education. The 
group consists of 23 representatives from university and 
public education, teachers unions, parent associations, 
rural groups and community organizations. 

Ministry of Planning and Coordination, This Ministry is 
considered an echelon higher than the other ministries for 
planning and other administrative purposes. 

( Consejo Nacional de Edificaciones Escolares ) 

The autonomous unit for the construction of schools and 
other units of MEC, CONES was developed as an organiza¬ 
tion through the Consejo de Racionalizacion Administrativa 
(CRA), It builds schools exclusively in urban areas, 

( Consejo de Racionalizacion Administrativa ) 

The organization by which MEC planned and implemented its 
program of administrative reform. The program was 
financed through a USAID/B project (Educational Manage¬ 
ment and Rural Development, 511-V-051), The purposes of 
the reform were to decentralize administration from La 
Paz to the departmental capitals, to integrate technical 
and administrative services within each departmental ca¬ 
pital, and to optimally utilize (“rationalize") its re¬ 
sources, CRA was organized in 1972 and terminated its 
activities by Ministerial Resolution on December 31, 1979, 
(For accomplishments, see Educational Management and Rural 
Development definitions). 

Sub-units of both primary and secondary education. On the 
primary level, the three cycles include, preschool, primary 
(grades 1-5) and intermediate (grades 6-8) education. In 
secondary education (grades 9-12) the common-core during 
the first two years and the specialty area during the last 
two years are the two cycles of this educational level. 

Director General for Administration, Is in charge of fi¬ 
nancial, general and other administrative services of MEC. 
The printing press operation is an activity of this direc¬ 
tion. 
















5 


DGER: 


DGEU: 


DGPE: 


DECENTRALIZED 
EDUCATION: 


EBA: 


EDUCATION MANAGE¬ 
MENT AND RURAL 
DEVELOPMENT: 


Director General for Rural Education, Is the newest of 
the MEC directions created in November 1979, The DGER’s 
responsibility parallels that of the Director for Urban 
Education (DGEU), This position originally functioned 
in the Ministry of Campesino Affairs between 1955 and 
1968 after which the position was eliminated. The office 
includes preschool, primary, intermediate, secondary and 
rural normal school education. 

Director General for Urban Education. Responsible for 
the administration and supervision of the urban educa¬ 
tional program including the primary and secondary levels, 
higher (non-university) education, adult and non-formal 
education and auxiliary services (curriculum, guidance 
and educational evaluation) and supervision. 

Director General of Educational Planning, Advisor to the 
Minister in matters of planning, research, evaluation and 
analysis. The direction maintains a professional though 
outdated library and small printing machines. 


One of the three sectors of educational offerings below 
the university level. It is responsible for educational 
programs in the special area of mining and petroleum, 
COMIBOL (mining) and YPFB (petroleum) educate about 
60,000 children at their own expense with an average cost 
for child about $200 (compared with $123 in the public 
sector,) The programs spand from pre-school through high 
school including awarding university scholarships for 
outstanding students who will study in academic areas 
related to 40 respective industries. 

Educacion Basica Acelerada . A special adult education 
program for out-of-school adults over the age of 15 
offered in the late afternoons or in the evening. The 
five years of primary education may be completed in five 
semesters; the three years of intermediate education in 
two semesters. One of the program’s major objectives is 
literacy training. 


A loan and grant project sponsored by USAID/B to help 
implement an administrative reform (CRA) program. The 
loan agreement was signed in 1974 and continued to 












FACULTY : 

FOMO ; 

HIGHER EDUCATION : 

IBC : 

IBA : 

ISAP : 

ISE: 


December 1979c The construction part of the project 
continued to 1981. The grant portion covered costs of 
technical assistance under a host-country contract with 
the Academy 6or Educational Development, (AED). The 
loan was used to establish the organizational pattern 
of CEDED personnel, to construct educational centers in 
each department, to purchase a rotary printing press, to 
stream-line the MEC system of financial management, the 
purchase of more than 50 vehicles, the training of 
personnel including participant training, the approval 
of the organic law and other regulatory documents, the 
purchase of video-tape and other electronic equipment, 
and the purchase of furniture and office equipment for 
the CEDEDS. 

Represents a major division of a University program such 
as Economy, Architecture, Health, and Social Sciences. 

( Servicio Nacional de Formacion de Mano de Qbra ) 

A decentralized unit of the Ministry of Labor with the 
purpose of developing manual training programs. 

Considered as post-secondary but non-university education 
such as Institute Superior de Educacion (ISE), Institute 
Superior de Administracion Publica (ISAP), normal schools, 
upper technical and commercial schools. 

Institute Boliviano de Culture. This division represents 
the of MEC. It operates independently of the schools 
sponsoring cultural programs of music, art, folklore and 
museums. 

( Instituto Boliviano de Aprendizaje ) 

An adult education program to help students acquire skills 
for immediate application in the labor market. Generally 
short courses are offered in the afternoon or evening. 

( Instituto Superior de Administracion Publica ) 

Established for administrative in-service training to all 
employees of the various Ministries in the GOB. 

( Instituto Superior de Educacion ) 

Establish as the in-service arm for education under the 
egis of MEC. There are two ISE - one in Tarija, focusing 
on the needs of rural teachers; the ohher in La Paz, ca¬ 
tering to needs of urban teachers. 













7 


INTERMEDIATE 

EDUCATION: 


LEVEL: 


NORMAL SCHOOLS: 


NON-FORMAL 

EDUCATION: 


PttESCHOOL 

EDUCATION: 


PRIMARY SCHOOL: 


PRIVATE 

EDUCATION: 


Established as the 6 to 8 grade cycle of the primary 
level, intended as a period for youth to consider voca¬ 
tional exploration. Intermediate education has an 
identity problem in primary schools, secondary schools 
and in its own buildings. 

Refers to a major division in education such as primary 
secondary and high (university) education. 

Post-secondary teacher preparatory schools. There were 
over 20 in the rural area and about 10 in the urban area. 
In 1981 this number was reduced to 10 rural and 5 urban 
normal schools. There are two types of normal schools: 
the integrated and the specialty schools. The integrated 
teaches all cycles and levels - preschool, primary, inter 
mediate and secondary. The specialty schools cover areas 
such as physical education, music or vocational education 


A relatively new concept in Bolivian education intended 
to combine the needs of adult education and community 
development based on a flexible program. 


Preschool education is an optional program for children 
four and five years old. The four years old are placed 
in Section 1 and the five years old in Section 2, The 
preschool program began in 1973. There are relatively 
few preschool teachers, most of whom are located in 
urban areas. Rural Preschool education is taught by 
primary teachers. Schools are established by request of 
parent, who supply the equipment suggested by the DGEU; 
whereby the community provides the building. The 
staffing of a complete kindergarten includes a director, 
teachers, assistants, a disciplinarian, a secretary and 
a custodian. In 1979 about 40,000 children attended 
kindergarten. 

The primary school is intended for children between the 
ages of six and ten. Overage children are common in the 
primary school. Grades one to five represent the current 
program which includes mathematics, language, science, 
social studies, physical education, music and religion. 


Includes religious, foreign sponsored and independent 
schools. About 16% of the primary school population and 
about 25% of the secondary school population are in pri- 













- 8 - 


PUBLIC SECTOR ; 
(RURAL AND URBAN): 


RURAL 

EDUCATION I: 


RURAL 

EDUCATION II: 


SAED: 


vate education. The only private university in Bolivia 
is Universidad Catolica in La Paz. Under Bolivian law, 
private schools must award scholarships to about 10% of 
its student population (generally poor or financially 
unable students). 


It is sometimes difficult to distinguish between rural 
and urban education by location. One often finds a rural 
school near an urban area, or the same building used as a 
rural school in the morning and an urban in the afternoon. 
But generally the systems are quite distinct with urban 
schools in towns with over 1000 population. The systems 
have separate teacher training and administrative 
structures. 

A pilot rural project to establish models in curriculum, 
equipment and construction in rural education in 22 
primary school systems and in the Normal School at Vacas, 
Department of Cochabamba, This project was financed 
through a loan and a grant by USAID/B. The University 
of New Mexico provided a technical assistance unit for 
this project. The loan terminated in December 1981, but 
MEC is continuing the project for 2 years to apply the 
pilot programs developed. 

A project focusing on the improvement of teacher training 
in rural areas. Construction of six normal schools 
is contemplated. This project is financed through a loan 
and grant bv USAID/B. The Academy for Educational Develop¬ 
ment is providing technical assistance. Begun in late 
1977, the project will improve training of new teachers 
and provide in-service training of current teachers 
through retraining of rural normal school instructors, 
creation of new curriculum and teaching materials for 
teacher training and improvement of administration of the 
rural normal school system. Its activities have been 
limited since July 1980 due to suspension of funds by 
USAID/B. It is hoped that full activities will be 
resumed in 1982. 

( Servicios de Apoyo Educative Distrital ) 

The technical pedagogical service for the CEDEDS at the 
departmental level. Each SAED includes assigned tech¬ 
nicians in both the rural and urban areas. The techni¬ 
cians are available to the departmental schools to offer 
services in the following areas: planning, curriculum, 
guidance, evaluation, administration and educational 
technology. 










SECTOR: 


SECONDARY 

EDUCATION: 


SIDA: 


SUB-SECRETARY , 

URBAN: 


SUB-SECRETARY , 
RURAL: 


SUMMER INSTITUTE 
OF LINGUISTIC S 
(SIL): 


TEACHING CATEGORY 


- 9 - 


Refers to the public sector, the decentralized sector or 
the private sector. 


Refers to grades 9 to 12, following the intermediate 
grades. Most secondary education is offered in urban 
areas; rural secondary education is relatively new. 

About 25% of the urban secondary enrollment is in the 
private sector. More than 90% of the enrollments in 
this area follow the humanistic program. The remainder 
are in the areas of girl’s technical, commercial and 
vocational-technical studies. Secondary education 
offered by the decentralized sector is paid for by 
COMIBOL or YPFB. 

( Serviciosintegrado Distrital de Administracion ) 

The administrative (non-instructional) arm of the CEDEDs 
which offers services that were formerly activities 
centralized in La Paz. Payroll, promotions within the 
salary levels, and retirement records are now depart¬ 
mental concerns. The SIDA have also administered the 
sale and distribution of the textbooks that CRA had 
printed for the first and second grades. 


While both sub-secretaries appear equal on the 
organization chart, it is the urban sub-secretary who 
is the number two official in the Ministry. While in 
charge of urban education, he is usually the chief 
executor of the Minister’s directives. 


The third position of importance, the rural sub¬ 
secretary, is beginning to have greater importance 
than in the past. 


A semi-autonomous unit of the General Directorate of 
Education. The SIL is a religiously oriented organi¬ 
zation active in many Latin American countries, and 
teaches literacy and aspects of civilization through 
the Bible. The SIL translates the Bible into the 
language of the local citizens. It also carries out 
efforts in bilingual education and community develop¬ 
ment . 

The promotional system for education based on salary 
lanes (categories). There are nine categories includ¬ 
ing two Smnterim" lanes - one for teachers and one for 
















- 10 - 


TEACHER LICENSE 
CATEGORY: 


UNIVERSITY 

BQUCATION; 


ALTIPLANO INTE- 
GRATED EDUCATION 


administrators. "Interim" is the lowest level of 
qualification. Category five is the entry level 
for teachers with a normal school diploma and with 
two years of experience in the provinces. The 
highest lanes are "0" and Merit categories. 


There are three types of teaching licenses. The 
normalista, license for longevity of service, and 
the "interim" license i.e. Kjormalista , Titulado por 
Antiguadad and Interino . 


The Bolivian university system comprises eight depart¬ 
mental publicly-funded universityes and one private 
university in La Paz. The universities in La Paz, 
Sucre and Cochabamba are considered "higher univer¬ 
sities"; the University in Oruro is considered a 
technical university; and the others are considered 
ordinary universities. Pando is the only department 
without an university. The universities are listed 
as follows: 


1 . 


2 . 


3. 


A. 


5. 


6 . 


7. 


8 . 


9. 


Universidad Mayor, Real y Pontificaa de San Fran¬ 
cisco Xavier de Chuquisaca. 

Universidad Mayor de San Andres de La Paz. 

Universidad Mayor de San Simon de Cochabamba. 

Universidad Boliviana Tecnica de Oruro. 

Universidad Boliviana Gabriel Rene Moreno de 
Santa Cruz. 

Universidad Boliviana Tomas Frias de Potosi. 

Universidad Boliviana Juan Misael Saracho de Tarija 

Universidad Boliviana General Jose Ballivian del 
Beni. 

Universidad Catolica, La Paz. 


This project Hiegan in May 1977 with the purpose of 
developing formal primary and community education 
for five provinces in the department of La Paz. The 
project utilizes the Normal School at Warisata as 


PROJECT: 












11 


its base. It was scheduled to construct 944 classrooms 
for primary education and 10 intermediate schools. It 
planned to train about 1,200 teachers. Included in its 
operations was radio instruction in Spanish for people 
whose native language is Aymara. The project has a 
loan budget of US$ 6,800,000 sponsored by the World 
Bank and will work through 1983. 

YPFB : Yacimientos Petroliferos Fiscales Bolivianos 

Began its first decentralized school in 1941. It has 
generally had the reputation for offering prestige edu¬ 
cation for the children of employees of YPFB.(Bolivian 
State Petroleum Company). An addicator of its quality 
is that local politicians, military chiefs, and other 
dignataries of the area request special consideration 
to have their children attend. The YPFB spends an 
average of US$ 200 per child, double that of public 
sector schools. 




12 - 


EDUCATIONAL SYSTEM 


The educational system in Bolivia is based on three educational codes: 
the Codigo de la Education Boliviana (1950), the Ley de la Educacion Bo- 
liviana Q.973) and the Ley Organica (1979). There are even existing laws 
dating back to 1825. In addition the various Ministerial Resolutions and 
Supreme Decrees (at the Presidential level) complement the basic legisla¬ 
tion. While there is initial discussion on updating the Codigo, no attempt 
at codifying all the eiistant legislation is currently being considered. 

The Codigo de la Educacion Boliviana is the underpinning of the present 
system of education. While enacted in 1950, it served as the educational 
base after the 1952 revolution. The Ley de la Educacion Boliviana com¬ 
plemented the Codigo by indroducing specific guidelines regarding courses 
of study in detail. The Ley Organica reorganized elements of earlier 
documents relative to administrative reforms and brought about a 
decentralized, departmental structure (CEDED) as well as adjustments of 
the Ministerial sector. However, the Ley Organica is relatively unknown 
in educational circles for lack of distribution and discussion. 

The organization of public education is composed of four areas: 

Regular Education, Adult Education, Special Education and Extracurricular 
or Cultural Education. 

Regular education and Adult Education are the basic activities of the 
Direccion General de Educacion Urbana . With minor exceptions. Special 
Education is an area still to be developed. Cultural Extension is a 
responsibility of the Institute Boliviano de Culture , the £ of MBC. 

Regular Education consists of three levels: the primary, the secondary 
and higher (non-university) levels. See figure "A" page 15. 


Primary Level 

The primary level consists of three cycles: pre-school, primary (basic) 
and intermediate cycles. 

The pre-school cycle is for four and five year olds. There are two 
sections, one for each age group. Pre-school education is optional 
and has been, until recently, an urban phenomenon. In the rural 
ateas, there are no pre-school teachers. The preschool children are 
taught by regular primary (basic) teachers. 

The intermediate cyile covers grades 6, 7 and 8 and is the preparatory 
cycle for high school or work. This cycle like the junior high school 
in the United States, has an identity problem. Its location is indi¬ 
cative of the problem. Intermediate education is often located in a 













13 - 


primary (basic) school building; it is also located in a high school 
building; just as often, it has its own structure. 

Primary education is obligatory for the primary (basic and intermediate) 
grades. This requirement is not enforced. 


Secondary Education 

Secondary school follows the intermediate grades. It is a four year 
program and consists of two cycles: common and differential. The 
vast majority of students follow pre-university (humanistic) studies. 
Relatively few secondary students fiollow the voaationalptechnical 
programs. 

The common cycle is essentially what the pre-university program offers. 
Students who wish to study the vocational-technical programs must study 
the common cycle plus their specialty area. In humanistic studies there 
are the major areas of physical sciencies and mathematics, natural or 
pure sciences and social sciences. In the specialty areas, offerings 
include commercial, girls technical and technical-vocational studies. 
While not often practiced, the intent of the common cycle is to faci¬ 
litate lateral shifting from the humanistic program to the technical- 
professional and vice-versa. 

When a student completes his secondary studies he receives a diploma 
from his school. To receive his bachillerato he must apply for it at the 
the departmental university . The graduate of a technical-professional 
program receives the title of Tecnico Medio en Educacion (Industrial, 
Commercial, Artistic or Agronomy) in the specialty area. 


Higher Education (Non-University ) 

Non University higher education generally refers to the normal schools 
and the upper technical school Pedro Domingo Murillo. Entrance into 
these schools require a bachillerato . The normal school programs 
prppare teachers for pre-school, primary (basic), intermediate and 
high schools. In addition of a few normal schools are specialized 
schools in areas such as physical education, music and vocational 
education. 

The graduate of the normal school receives a teaching certificate 
after three years of study and two years of service in the provinces. 

If a student completes his normal school academic program and does not 
fulfill his two years of service in the provinces, there is no mechanism 
to require him to do so,. While no data is available on the subject, it 
is believed that about half the graduates do not spend two years in the 
provinces. 







14 - 


The Pedro Domingo Murillo school offers flexible programs depending 
on the specialty. Graduates of these programs receive special licenses 
and titles. 


15 


FIGURE "A" 

BOLIVIAN MINISTRY OF EDUCATION 
AND CULTURE 


THE EDUCATIONAL SYSTEM 


PRIMARY LEVEL - a) 

b) 

c) 

SECONDARY LEVEL a) 

b) 

HIGHER EDUCATION 
(NON^UNIVERSITY) a) 

b) 


PRE-SCHOOL CYCLE 

SECTION 1-4 YEAR OLDS 
SECTION 2-5 YEAR OLDS 

PRIMARY (BASIC) CYCLE 
GRADES 1 TO 5 

INTERMEDIATE CYCLE 
GRADES 6 TO 8 


HUMANISTIC STUDIES 

TECHNICAL-PROFESSIONAL STUDIES 
GRADES 9 TO 12 


NORMAL SCHOOLS 
TECHNICAL STUDIES 


NOTE ; Rural Education in Bolivia is relatively new. It was officially 
established about 1955. While it includes a preschool cycle there are 
no preschool teachers. Primary teachers are assigned to this area. 

In addition, in recent years rural education has begun a secondary 
program. ThEce are nery few technical secondary studies and no tech¬ 
nical studies of higher education in rural areas at present time. 

The position of Director General for Rural Education was reestablished 
in the Ministry of Education in November 1979 for the purpose of 
equalizing access for rural education in Bolivia. At the present 
time, Bolivian education encompasses a dual system: urban and rural. 



16 


RURAL EDUCATION 


Marginal urban education has been included in this section because the 
needs of this population group are similar to those of rural education. 
It is accepted that the majority of this group is formerly rural. While 
no statistics are available to substantiate it, this population is 
equally affected by a lack of facilities e.g. educational, sanitary, 
electrical. In these marginal areas, children may walk at least two 
kilometers to reach school. In La Paz, such areas include: Rio Seco, 
Villa Dolores, Villa Adela, Viacha, Buenos Aires, Nuevo Potosi, Hori- 
zontes, Alto Lima and Los Andes. 

The present pattern of rural educational opportunity is changing for 
the better because social demand for education has never been greater 
and is increasing. However, the present pattern of educational 
opportunity is still laden with obstacles such as language and school 
construction policy that prevent many rural children from receiving 
equal benefits to those received in urban areas. The cost of rural 
education is high in relation to the benefits received. 

The major shortcomings in rural education as described in the 1974 
Diagnostico Global de la Educacion Boliviana include: 

1. Lack of adaptation of the rural schools to the environment; 

2. No educational resources and teaching materials; 

3. Inadequate training for teachers in the rural normal schools; 

4. No coordination between the schools and other socially-oriented 
institutions; 

5. The schools do not relate to the life of the community. 

Rural education may be described as a separate educational system. 

In November 1979, the position of Director General of Rural Educa¬ 
tion was reestablished subsequent to its elimination in 1968, in 
the Ministerio de Asuntos Campesinos. The rural education division 
includes the following hierarchy and specific activities: 

1. Rural Sub-Secretary. 

2. Director General of Rural Education, 

3. District Director of Rural Education in each department. 

4. SAED technicians in each department with rural education 
responsibilities. 




17 


5. Rural Normal Schools. 

6. Rural ISE in Tarija. 

7. Rural School Construction. 

8. International projects focusing on rural education 

(e.g. USAID/B Education Management and Rural Development, 

Rural I, Rural II; World Bank Altiplano Integrated 
Education Project, World Bank Artisan Project, UNICEF 
ORI Project). 

9. Rural teachers unions. 

There have been criticisms of the dual system of education mainly on 
the need to keep Bolivia unified. On the other hand, the rural system 
has been defended because in the past it has not received its fair 
share of budget monies. It is true that MEC may be able to operate 
more efficiently under a unified system of education. The rural edu¬ 
cation proponents ask: what value is efficiency if it ignores or 
minimizes the needs of the rural population? 

One of the major purposes of rural education is to keep the rural 
population with a better quality of life. At the same time it seeks 
to incorporate the camp.esinado into the mainstream of Bolivian life 
whereby they may improve their lives through more productinn, 
civilization and culture. 

According to Article 18 of the Codigo de la Educacion Boliviana, the 
organizatmnn of rural education include: 

1. Nuclear schools (Central Schools with five to eight grades). 

2. Sub-necleos 

3. Sectional Schools (usually multigrade 1-3). 

4. Nuclear schools in jungle areas, 

5. Vocational technical schools. 

6. Rural normal schools. 

The nuclear schools consist of complete five-year central schools 
surrounded by 15 to 30 outlying sectional schools in which a single 
teacher often teaches two to three grades. In theory, the nucleo 




T 

staff teachers are trained in agriculture and animal husbandry, hygiene 
and sanitation, and home economics. About one-half of the nucleos has 
at least one of these specialty teachers. 

Of the rural education structure, sub-nucleos and seccionales are terms 
used interchangeably, seccionales being a more common term. The voca¬ 
tional-technical schools have not been developed in rural areas. 

However, there are some colegios laborales — programs of a pre-voca- 
tional nature supported by local campesinos in rural, artisan or agri¬ 
cultural activities. 

Where a sectional is taught by one teacher it is referred to as a 
unitary or multigrade school. In populations of low density, the uni¬ 
tary school is the immediate answer to the need of the area. Unfortu¬ 
nately, the teachers are not trained in the techniques of teaching 
such groups nor are they equipped with teaching or learning materials. 
When the population increases or consolidates, these schools will 
become full sectionals or a nucleo . Often such schools are established 
through parent demands and the teacher is often paid by the community 
until the government provides one. 

While enrollment has been increasing in the rural area, the retention 
problem is of concerntto Bolivian educators. Some of these educators 
are moving toward the conclusion ahat retention rates may be improved 
through a program of bilingual education or by teaching in the native 
language of the communityy The three most common reasons given for 
attrition in rural schools are: 

1. Distance, 

2 . 

2. Classes are conducted in Spanish for Quechua and Aymara pupils. 

3. Children are needed by their parents in the fiild. 

I; is true that very few pupils continue from the seccionales to the 
nucleo because of distance. As a result there is no real access to 
education after the third grade. 

An attempt is being madetto institute bilingual education in rural 
areas. A program is being discussed between MEC and the Summer Insti¬ 
tute of Linguistics in the departments of Tarija, Potosi, Chuquisaca 
and the eastern frontier zone. In addition, USAID/B prepared a project 
paper for review in Washington for this important area, although later 
funding limitations did not allow for its implementation. 











- 19 - 


It is generally believed that children being needed in the field is 
partially true. Children in rural areas the world over have this same 
condition. The problem here is that parents as a whole are not yet 
convinced that education for their children is practical. 

There is a continucus problem of staffing the schools with enough 
qualified teachers. Rural areas hold little appeal for teachers. The 
highest rewards and status go to urban teaching. Incentives to stay 
in rural schools are lacking. In addition, the system of requiring 
teachers to spend their first two years in the provinces includes a 
built-in bias. The reward is to complete the requirement and leave. 

» 

Yet, if the rural sector can create and maintain the conditions for 
youngsters to stay in school longer, there will be a need for a thousand 
more teachers. A study is needed to determine why there are so many 
teachers who are interinos (interim teachers usually not in the certi¬ 
ficated categories of the salary lane (escalafon)^ The rural normal 
schools graduate more teachers than the system needs. Yet somehow 
many of these graduates do not enter the teaching ranks. 

Of the 9,702 school plants in Bolivia 80% or 7,760 buildings are in 
the rural area - all without the assistance of CONES, MEC"s school 
construction arm. The school buildings are a source of pride in rural 
areas. Parents or volunteer groups contribute their labor. What is 
needed is an educational map to learn how well these schools are geo¬ 
graphically distributed. There were at least 200 rural high schools 
with about 266 teachers for 2,071 pupils in 1978. The impression is 
that they are not spread well geographically. In all school buildings 
there are inadequate facilities for existing programs. 

Supervision is a major problem in rural education. Supervisors are 
located in the departmental or district capitals when they should be 
visiting the distant schools. Transportation is a key problem because 
there is no budget for travel. In addition many remote areas have 
inadequate roads for a four-wheel vehicle. In Beni and Pando, for 
example, the major transportation route is by water. Bicycles, motor¬ 
cycles and launches are necessary for the supervisors to carry out 
their tasks properly. 

A major change in the organization of rural education took place in 
November 1979 with the reestablishment of the position of Director- 
General of Rural Education (DGER). The position is new to MEG but it 
had been a post in the Ministry of Campesino Affairs until 1968. 

The area of responsibility of this office is parallel to that of the 
Director General of Urban Education covering preschool, primary, 
intermediate, secondary and adult education (day and evemmng sessions). 
It is essentially a technical position as opposed to that of the 
rural sub-secretary which is a political position. 



20 - 


Communication is a serious problem. Without a management information 
system it is difficult for MEC to know what is taking place and for the 
school personnel to communicate with La Paz or the Departmental capitals. 
At present, radio is the only means of communication in distant areas. 

There exists a problem of overlap of urban and rural schools in the same 
town - sometimes within the same school plant. For administrative pur¬ 
poses it would be helpful to know what is urban and what is rural. 

Rural education is new— having begun after the 1952 Revolution. Little 
concern has been demonstrated to date on quality education. With the 
new position of Director General for Rural Education, there can be 
greater impetus than ever in upgrading rural education with appropriate 
teaching materials, a school calendar that is realistic for 200 school¬ 
days, in-service education for the education staff, and a curriculum 
that reflects the environment in which a pupil lives. 


21 


DECENTRALIZED EDUCATION 

Decentralized education is the schooling offered by gevernment industrial 
enterprises at their expense at sites where the enterprise is active. 

The two most important decentralized systems are COMIBOL (Bolivian Mining 
Corporation) and YPFB (Bolivian State Petroleum Company). Since 1930 
educational assistance by such industrial enterprises is compulsory. 

While this sector is legally responsible to MEC’s Urban Sub-Secretary, 
each decentralized system maintains its own administration. Each system 
hires teachers with its own tenure and salary structure within the regu¬ 
lations of the Ministry of Labor. Both systems offer free breakfast to 
the pupils; YPFB also serves free lunch. In general, the educational 
expenditures of decentralized education are higher per pupil than those 
of the public sector. Except for statistical reporting, almost no 
communication or working relations exist between MEC and the decentralized 
system. 


COMIBOL 


COMIBOL serves the educational needs of the mining population. It is a 
complex operation because the mining districts are dispersed in some 
16 districts of the country, COMIBOL maintains its own administration, 
school buildings, supervisors, and teachers. It offers instruction at 
the primary, secondary, and adult education levels. 

Pupil enrollment has grown from 6,415 in 1952 to 55,602 in 1978. The 
latter enrollment data is sub-divided as follows: 


Preschool and Primary Cycle 


32,943 


Intermediate Cycle 


11,736 


Secondary Level 


7,106 


Adult-Education - Primary 
Accelerated 


2,285 


Adult Education - Apprentice- 1,532 
ship Training _ 


55,602 







22 


The enrollment in COMIBOL schools include children, younger brothers and 
sisters and step-children of workers in active service; children of 
parents who died on the job or through work-related illness; children of 
ex-employees who receive social security benefits; children whose parents 
have indirect relationship with COMIBOL; and those children who live in 
a mining area where a public school does not exist. 

Children whose parents are directly related to COMIBOL receive free school 
supplies, textbooks in grades 1-5, breakfast, and report cards. Children 
whose parents are not directly related to COMIBOL also receive free break¬ 
fast and report cards but pay for school supplies and textbooks at cost. 
University scholarships are awarded to outstanding pupils who will study 
in mining related fields in Bolivia. 

COMIBOl maintains an effective system of data collection and reporting. 

The retention rate of pupils is about 71% annually; part of the loss is 
through population mobility. The rate of promotion is 88%. 

The number of teachers has grown from 345 in 1952 to 1,759 in 1978. The 
current teacher-pupil ratio is about 1:32. Teachers receive social bene¬ 
fits similar to other workers in Bolivia. 

COMIBOL offers its educational services in 137 school plants which com¬ 
prise 1,433 classrooms. There are 61 adult education centers. The 
school plants are owned and maintained by COMIBOL. 


YPFB 


While not as large an educational enterprise as COMIBOL, Y.P.F.B. is 
an important component of decentralized education. It spends more on 
education per pupil than either COMIBOL or the public sector. The 
director of this educational service holds a Masters degree in educa¬ 
tional administration from an American university. 

YPFB began its first school in 1941 at Well No. 6 at the petroleum camp 
of Camiri. In 1946, it established the co-educational school, 
"Antofagasta” in the camp of Sanandita, followed by an expansion of 
educational services to the district of Bermejo and Santa Cruz. 

The YPFB educational director provided 1980 data for this report. The; 
system attends to the educational needs of 3,709 pupils, mainly children 
of employees. The distribution is as follows: 



23 


Preschool 


305 

Primary (Grades 1- 

-5) 

1744 

Intermediate (Grades 6-8) 

1069 

Secondary (Grades 

0-12) 

591 



3709 


There are 147 teachers in the system; 124 cover preschool, primary and inter¬ 
mediate grades and 23 instruct at the secondary level. The teacher-pupil 
ratio is about 1:25. Of the 14 school plants owned by YPFBy 12 are primary 
and two are secondary schools. However, the secondary school at Sanandita 
was closed recently after the well ran dry. 

As mentioned earlier, breakfast and lunch are served free to pupils. Books 
and school supplies are sold at cost. University scholarships are offered 
to outstanding students for study in petroleum-related areas in Bolivia. 

(When funds were plentiful, scholarship students were sent abroad*) 

YPFB spends about $ 200 per year per pupil (inccontrast with the public 
sector, which spends a national average of $ 123). 

Like COMIBOL, YPFB has almost no communication link with the Ministry of 
Education. It submits its statistical data annually,to MEC’s Department 
of Statistics of the General Direction of Eduaational Planning. 





24 


ADULT EDUCATION, LITERACY TRAINING AND NQN-FORMAL EDUCATION 


While the initial concern for adult education was publicly announced 
about 1950, the First National Congress on Adult Education and Literacy 
in 1969 represented the impetus to implement an intensive program of 
literacy and adult education with a focus on social change. 

The National Directorate of Adult and Nom-Formal Education was established 
to serve any adult over the age of 15. * The Constitution considers this 
area a social necessity. The Codigo de Education Boliviana presses for 
the progressive elimination of illiteracy. In 1969, the Armed Forces 
declared publicly the necessity to fight against illiteracy. 

The 1970 Pedagogical Congress endorsed a literacy plan in both urban and 
rural sectors under Supreme Decree No. 9177. The plan called fhc the 
training of illiterates in oral and written language, in basic arithmetic 
and in knowledge of environment. The study of Spanish was to be the 
vehicle to integrate Bolivia without prejudice toward the native language. 
The literacy program was to follow existing adult programs of accelerated 
primary and secondary education, skill training programs and the adult 
education community centers. 

According to the Institute Nacional de Estadistica (INE) the illiteracy 
rate in 1976 was about 37%, This is about half the rate in 1950. 

However, no definition has been made as to when a person is considered 
literate nor what competencies are necessary for literacy. 

The official objectives of literacy programs are: 

1. To make effective the basic right of the population to read 
and write; 

2. To stimulate the habit of reading; 

3. To improve ways for people to get alogg with one another; 

4. To facilitate a better understanding of ahe national reforms; 

5. To promote the improvement of work, study, teealth and recrea¬ 
tion; and 

6. To care about and improve the national culture. 


* The National Directorate of Adult and Non-Formal Education is 
responsible to the Director General of Urban Education. 





25 - 


The most recent concerns for this educational area were discussed in the 
August 1979 national seminar at Paracaya in the Department of Cochabamba. 
The conclusions reported that adult education was an urban operation and 
that the rural and the urban marginal adults were being ignored. Further¬ 
more, instructors were not teaching their classes at an adult level. The 
conference urged that adult education be flexible and functional.; 

A February 1980 seminar held in La Paz on the preparation and training 
of adult education instructors called for a permanent system to prepare 
and train adult instructors on short, medium, and long term programs in 
rural and urban areas. It also suggested research in adult education and 
the organization of adult teachers by three-department zones, whereby 
La Paz, Beni and Pando might be considered one zone. 

Adult Education, as an office of the National Direction of Adult and 
Non-Formal Education, offers formal education. The office is divided 
into four areas; 

EBA - Accelerated Primary Education ( Educacion Basica Acelerada ). 

Cl - Integrated Centers ( Centres Integrados ) combined technical- 
vocational and humanities programs, 

IBA - Bolivian Institute for Apprenticeship Training ( Institute 
Boliviano deTAprendizaje ), handicraft, weaving, sewing and 
artisanry programs, 

CEMA- Accelerated Secondary Education ( Centro de Educacion Acele¬ 
rada) high school preparation for the university. 


Both accelerated programs in primary and secondary education include 
four basic courses: language, mathematics, social studies and natural 
sciences. The students pay a nominal registration fee. The full-time 
faculty teach 72 hours per month and receive their salaries according 
to the regular salary schedule. 

The program is poorly financed. Consequently, the success of the program 
is limited. The adult education authorities are aware of their problems, 
which include no budget beyond teacher salaries, no teacher-training 
centers, no materials for student or teacher and no knowledge compiled 
to improve the program. What it needs desperately are a fixed annual 
budget and a corps of trained educators who have specialized in teaching 
adults. Nevertheless, two pilot rural projects have begun in the Yungas 
and in the Altiplano, with technical assistance by the Church Commission 
on Education without external assistance. 









26 


In addition, the Organization of American States ’(^OAS) has granted minimal 
assistance for adult education. 


Non-Formal Education 


A Department of Non-Formal Education was created in March 1976 under 
Ministerial Resolution No. 294 as a response to areas that did not offer 
formal educational opportunities. The Non-Formal Education Division 
shares its office with Adult Education. 

The objectives of Non-Formal Education include: 

1. To compiement and assist in the deficiencies of regular 
educational offerings through non-formal approaches; 

2. To establish specific projects for youth and adults who do not 
receive the benefits of formal education; 

3. To learn and develop new techniques and methods in accord with 
the population to be served; and 

4. To encourgge the active participation of other institutions 
dedicated to non-formal approaches. 

The Department of Non-Formal Education includes four sections, each 
section headed by a special technician: 

1. Community Development 

2. Curriculum 

3. Social Communication 

4. Statistics and Evaluation 


Non-Formal Education is active in four areas: 

1. Yungas and the Altiplano (Department of La Paz); 

2. Southern Zone (Departments ofCCochabamba, Chuquisaca, and 
Potosi) 

3. Mobile Teams (scheduled to begin in 1980 with a regionalized 
flexible calendar and a new schedule); and 


4. Distant education (Correspondence courses with the use of cassettes). 



27 


Non-Formal Kducation suffers from many of the problems indicated for 
Adult Education. Few teachers are trained in the area. It lacks a 
budget to do its work, or sufficient direction, 

Non-Formal Education also suffers from its newness and its style.. The 
aims are often unclear, their clientele is undefined, responsibility 
for their control and funding is scattered, often with conflicting 
jurisdictions and uncoordinated efforts by multiple agencies. Yet 
Non-Formal Education is important because it is part of life-long 
education that follows formal education. It is Essential for three 
reasons: to catch up, to keep up and to get ahead. 


28 - 


OBSERVATIONS ON CURRENT DATA 


Detailed data for the educational system may be examined in the summary 
tables of this report. The data for the year 1978 was selected as a 
snapshot of the current educational scene. In cases where data for 1978 
was not available this is indicated. 


Enrollments 

About 60% of the school age population is attending school. (See 
summary, part C, Table 25). Of about a 2,000,000 school age population 
1,206,258 were reported in attendance. Urban enrollment included 
slightly more than half; rural education reported about one-third of the 
total and the combined population of the decentralized and private edu¬ 
cation represented 14% of the total. 

The total school enrollment has continually grown at an annual rate of 
about 6.6% since 1970. The urban area has shown the highest average 
rate of growth of 8.2% increase since 1970 while private enrollment has 
shown the smallest rate of increase of 1.4%. Rural education increased 
at a rate of 6.4% and the decentralized area grew at a rate of 5.3% 
since 1970. 

In the primary level preschool enrollment has shown a rate of growth 
equal to primary - about an average growth rate of 5.1%. Because two 
years of rural preschool data are unavailable it is not possible to give 
a clear picture of that area. The bulk of school enrollments are in the 
primary cycle grades 1-5 with an increase of enrollments evidenced in 
preschool, intermediate and secondary schools. Primary grades have 
decreased some-what in its percentage of the total population since 
1970. 

The intermediate and secondary enrollments have grown at a faster rate 
than that of total school enrollment. Of course, it is beginning from 
a smaller base. However the indications are that the demand for these 
areas are increasing. Rural education, now with a total of about 
24,885 intermediate school students,has more than tripled its enrollment 
since 1970. High rates of growth are also noted in decentralized second 
ary enrollment (560%), urban secondary enrollment (122%) and urban inter 
mediate enrollment (75.8% since 1970). 


Enrollments of Women 


With data available only to 1976, enrollment of women has risen along 
with the increased total enrollment and has even slightly increased its 
proportion to that of males - from 39.7% in 1970 to 42.9% of the total 





- 29 - 


school population. This difference is of greater significance in rural 
areas where a change of attitude about girls attending school is detected. 
The percentage of enrollment of girls is highest in the first three grades, 
of primary school and then begins to slacken. In rural secondary school 
the rate is lowest, accounting for about 20% of the total enrollment. 


Teachers 

The total number of rural and urban teachers is in close relation to 
the proportion of students in each area. In the rural area 90% of the 
teachers are in preschool to 5th grade. The remaining 10% cover both in¬ 
termediate and secondary grades. On the other hand, urban education 
assigns 60.7% of its teachers to the preschool and primary sector (to 
grade 5) and 39.3% are for the intermediate and secondary grades. 


Teacher Preparation and Salary Lanes (Categorias ) 

In teacher preparation about 72% are graduates of the normal schools, 
about 15% are certificated through longevity and the remaining 13% are 
temporary or not formally prepared teachers. 

However, if we observe the salary lane aategories a discrppancy is noted 
regarding the percentage of teachers who are without category. Of a total 
of 58,707 teachers reported, 13,554 or 23.1% are without category - that 
is without sufficient background or experience to enter category 5 - the 
lowest entry level. Table VII indicates that for the school year 1979 
more than 58% of all teachers were either in the lowest salary lane or 
without category. The curve is heavily skewed to the left. One may 
conclude that the majority of teachers in the Bolivian system have little 
or no teaching experience or never completed the courses or other require¬ 
ments for a standard teaching certificate. 


Cost of Education per Pupil MEG and University 

The cost of education per pupil for the year 1978 varied from $ 57 in 
preschool to $ 1,896 in upper technical school with an average cost per 
pupil in the system of $ 123. The cost per university student for the 
year 1977 ranged from $ 480 at the Universidad Mayor San Andres in La 
Paz to $ 4,914 at the Universidad Boliviana Jose Ballivian, Trinidad. 
The national average per student of a public university was $ 643. 





30 - 


School Plants 


There were more than 9,700 school plants in Bolivia in the year 1978. 

Of this total 6,904 plants were rural sectional schools, 1,162 urban pri¬ 
mary schools, 629 urban intermediate schools, 463 rural intermediate 
schools, 439 urban secondary schools and 67 rural secondary schools. 
Included in the total were 17 rural normal schools, 9 urban normal schools 
and one technical institute. It is difficult to draw any observations 
about these data because information about the-number of classrooms, the 
size or complete locations is not fully avaiiable. 


Rate of Illiteracy 

The rate of illiteracy has gradually been reduced from about 75% in 
1950 to 36.79% in 1976. The urban rate is 28.4? or 176,740 illiterates. 
The rural area rate is 53.2% or 816,689 illiterates. The rate was estab¬ 
lished for the age group older than 15. However no definition has been 
announced of what is an illiterate. 

The growth rate of school enrollment is more than theee times the growth 
of the Bolivian population. 


Teacher-Pupil Ratios 

The national teacher-pupil ratio has been reduced from 1:19 in 1974 
to 1:18 in 1978. This reduction is reflected in rural education where 
the ratio in 1974 was 1:24 and in 1978 it was 1:21. The urban relation¬ 
ship has remained constant at 1:16 for the five year period 1974-78. 

Part of the explanation for this change in rural education is the increase 
in the construction of shhools in areas of low population density during 
the five-year period. However the teacher-pupil ratio is an area that 
requires further study. 

The national ratios by level and cycle demonstrate an inverse relation¬ 
ship between what current educational practice requires and what is happen¬ 
ing in the schools. Graph 5 indicates that in preschool education the 
ratio is 1:28 while those of secondary education is 1:17 and tnteiimediate 
education is 1:15. Fortunately, the ratio for primary grades is 1:17. 

The major puzzle in this question is when one asks a school-age child 
the number of pupils in his class, invariably the answer is between 35 
and 60. 





31 - 


Cost and Execution of Projects with External Assistance 

Graph 10 indicates that the gOB has not taken advantage of the assist¬ 
ance available to it. Where most countries have the problem of "not 
enough funds," the Bolivian situation is being unable to spend the f 
funds available. As of December 31, 1978 Bolivia has spent about 17% 
of the funds available - when it was scheduled to have spent more than 
60% for its projects with foreign loans and aid. 

Aggravating the situation is that the funds spent were not always spent 
for the items planned. For example, in the Educational Management 
project, inflation and higher construction costs forced the transfer 
of funds to construction, thus eliminating or deducing at least 35 
sub-projects. 


Budget for Education 

The national budget for education in 1979 was 23.8% of the total budget. 
While the portion for education reflected a 1978 low of 17.4% the other 
four years in the period 1975-79 indicate that the budget is just over 
20% of the national budget. 

There is a difference between the amount budgeted and the amount spent. 
Usually the Treasury of the Ministry of Finance does not have sufficient 
funds to meet all the budgets of various Ministries, usually payroll 
budgets. Normally 65% is what MEClwillereceive. 

During the years 1978 and 1979, the writer was told that MEC had spent 
more than its budgets on unanticipated salary bonuses. In 1978 it was 
a 15th salary. In 1979 it was a 16th. 

The basic financial problem of Bolivian education is reflected in the 
relationship of the operating budget and the salaries for MEC personnel 
(Graph 12). Since 1973, salaries for personnel have varied very little - 
from a low of 96.5% in 1977 to the common highs of 98.6% in 1975 and 
1979. 

This is related to indications of low quality education (no teaching 
materials, few textbooks, rote teaching , rarely fulfilling a teaching 
year of 200 days, poor dondition of desks, poor maintenance of equip¬ 
ment, mysterious disappearances of equipment). After payment of salaries 
very little is left for other expenses of a quality education. 




32 


SPECIAL PROJECTS 


Most projects are internationally funded by grant or loan or both. As 
examples, the CRA project, Rural Education I and Rural Education II are 
financially assisted by USAID/B; COMISEN by IDB; the Altiplano Integrated 
Education Project by the World Bank; and the SENET (National Technical 
Education Service)by IDB and the Canadian International Development 
Agency. Such projects have been approved by Ministerial Resolution or 
by Supreme Decree. 

Six representative projects are described herein to give the reader 
additional insight into the attempts toward educational improvement: 

1) CRA (Education Management) 

2) Rural Education I 

3) Rural Education II 

4) COMISEN (Comission for Integration of the Education Sector) 

5) Altiplano Integrated Education Project 

6) SENET (National Technical Education Service) 

1. CRA Project (Consejo de Racionalizacion Administrative ) 

The CRA project took form as a result of the Pedagogical Congress of 1969. 

A resolution of t-hat Congress suggested the restructure by decentralization 
of the Ministry of Education. During the administration of Minister of 
Education AugustP Mendizabal, the initial impetus took place toward a 
fundamental change in policy, structure and implementation. A feasibility 
study was conducted by San Jose State University (California) with USAID/B 
funding. The San Jose technical assistants and selected Bolivian educa¬ 
tional planners formed an interdisciplinary team which was coordinated 
and supervised by a Ministry technical committee. The feasibility study 
recommended an ambitious project to revamp the educational administrative 
structure. 

The joint efforts of CRA and San Jose State University completed the first 
phase in the administrative restructuring of MEC. Their design was 
supported by decrees or resolutions. Four units of Departmental Integrated 
Administrative Services (SIDA) were created in the Departments of Oruro, 
Cochabamba, Santa Cruz and Chuquisaca. The SIDA represented the first 
major breakthrough of the project - offering basic administrative services 
on a non-centralized level (payroll, personnel data, salary status, 
retirement credit and statistics). 




33 - 


The San Jose study served as the basis for loan negotiations between the 
governments of Bolivia and the United States, In August 1974, an agreement 
was signed by both governments totaling $ 16,592,000 to implement a program 
of meg's educational administrative reform. The agreement included a loan 
of $ 9,650,000, a grant by the United States of about $ 2,000,000, and a 
Bolivian contribution of about $ 5,000,000, The terms of the loan included 
a ten-year grace period at two percent interest followed by repayment of the 
loan over a period of 40 years at three percent interest, CRA was to admin¬ 
ister the project for the Bolivian government; USAID/B represented the U.S. 
Government. 

The grant of $ 2,000,000 covered costs of technical assistance, the contract 
for which was under negotiation for more than a year. In September, 1975, 
AED was awarded a contract, which in September 1977, was extended to December 
1979. 

The objectives of the program were: 

1. To equip MEG with a system and instruments necessary to bring about 

a new operational infrastructure for educational administrative reform; 

2. To develop, design and implement the systems of educational planning, 
technical-pedagogical support, general administration and logistical 
services; 

3. To develop and implement the decentralization of administration and 
technical-pedagogical support for each of the nine departments of 
Bolivia; 

4. To improve MEG's system of financial administration, personnel 
administration, purchasing and distribution methods and the adminis¬ 
tration of a management information system at the decentralized level; 

5. To develop a system of administration by objectives so that decision¬ 
making may be developed as a normal administrative process at all 
levels of administration; 

6. To design and administer policies of technical-pedagogical administra¬ 
tion, central administration, personnel administration, and administra¬ 
tion of physical facilities; 

7. To integrate elements and resources in establishing policies, directives 
and orientation so that the articulation and concentration of efforts 
may help solve problems; and 

8. To institutionalize the administrative services and the technical- 
pedagogical support for the educational reform and follow-up. 


- 34 - 


To complete these objectives, CRA, with the assistance of the AED, 
dedicated its efforts to the following nine components: 


1. Construction of Departmental Educational Centers (CEDED) in each 
departmental capital (La Paz center subsequently eliminated); 

2. Pre-service and in-service training to create a permanent training 
capacity in MEC; 

3-4. Development of an integrated capacity in institutional planning, 
evaluation, research, analysis and data collection; 

5. Development and implementation of a management information system 
through the use of computer technology and other systems of communi¬ 
cation; 

6. Establishing an improved system of financial administration, espe¬ 
cially in the areas of programming, budgeting and budgeting execu¬ 
tion; 

7. Development of a curriculum program developed to include the design, 
production and distribution of sources of study, syllabi and text¬ 
books for the primary grades (1-5); 

8o Planning of the nhysical facilities related to the needs of MEC 
an I the project, includes the restructuring of CONES (Consejo 
Nacional de Edificaciones Escolares); 


9. The coordination and execution 
following organization: 

a) Director 

b) Sub-Director 

c) Advisory Group 

d) Auditing Department 

e) Accounting Department 


of the project by CRA under the 

f) General Services Department 

g) Training Department 

h) Administrative Development 
Department 

i) Technical and Pedagogical 
Support 


The three principal concepts of the project were "deconcentration”, 
"integration" and "rationalization". 

"Deconcentration" is similar to decentralization^ The intent of the 
project was to transfer administrative activities from the central 
offices in La Paz to the departmental District Education Centers 
(CEDED). However, MEC would continue to coordinate and guide the 
CEDED including the basic distribution of key budgetary items. 


- 35 


"Integration” was conceptualized to equip each CEDED with a complex of 
educational and administrative services. In this manner, each depart¬ 
ment would serve as a "mini-Ministry" of Education. 

"Rationalization" focused on budget distribution. The intent was to 
include funds for normal administrative activities and the acquisition 
and distribution of learning materials. Rationalization was to do away 
with the inordinate proportion of the operating budget (98,5%) for 
salaries. 


CRA trained personnel responsible for the activities of the CEDED, 
including the SIDA and SAED, SAED, a new concept in Bolivian Education^ 
represented the technical-pedagogical support team for the CEDED, CRA 
also developed materials and manuals in the following areas cf adminis¬ 
tration: budget programming, execution of the budget, public accounting, 
personnel administration, salary structure, purchasing and general 
services, 

Among its accomplishments, CRA was responsible for the following: 

1. Participant training of 60 educators at the university of New 
Mexico for six months. 

2. Trained more than 11,000 principals, supervisors and teachers in 
in-service courses in educational planning, supervision, curriculum, 
administration, institutional planning, classroom planning, teaching 
materials, guidance, teacher utilization of the textbook and evalua¬ 
tion; 

3. An operations manual developed for the general directors of education, 
administration, and educational planning, 

A, Approval of the Ley Organica , the reformed administrative law for 
MEC, 

5. Acquisition of a rotary press for the printing of textbooks and 
other learning materials; 

6. Purchase of 640,000 textbooks, teacher guides and workbooks for 
primary grades 1 and 2, Ministerial Resolution No, 278 (May 1, 1979) 
approved the obligatory use of these materials; 

7. Purchase of office furniture and equipment for the CEDED; 

8. Purchase of 43 jeeps, station wagons and pick-up trucks for use 
in the departmental CEDEDs 



- 36 - 


9. Purchase and distribution of electronic audio-visual equipment and the 
training of departmental personnel in the use of the equipment; 

10. Distribution of 700 tridimensional science and geographic plaster 
models to the departments 

11. As of July 31, 1980, the Ministry had available in its warehouse a 
large quantity of recently-arrived equipment purchased by CRA for 
the CEDED, The equipment included electric typewriters, duplicating 
machines, tape recorders, movie projectors, slide projectors, screens, 
textbooks and other equipment. In late 1980 this equipment was dis¬ 
tributed to the CEDEDs, 

12. Construction of five decentralized educational development centers in 
departmental capitals. 

While CRA accomplished many of its objectives, its budget fell victim to 
inflation and the unexpected increased costs of construction. At least 
35 sub-projects had to be reduced or eliminated because funds had to be 
transferred to the construction budget. 

The CRA project ended on December 31, 1979 and the CRA organization was 
completely terminated at the end of February 1980, Many aspects of the 
project were left incomplete. In April 1980 the construction aspect was 
reactivated with a team of MEC supervisors. Construction was completed 
in December 1981, However, no organized effort has been made to further 
implement the administrative reform. This should be a priority for the 
future of Bolivian education. 


” 37 


RURAL EDUCATION I PROJECT 


The Rural Education I project was designed to improve educational services 
so that they would be more relevant to the economic and social development 
needs of 22 pilot communities in the Department of Cochabamba. The 22 
selected schools are located in the provinces of Arani, Capinota, Chapare, 
Aiquile, Arce, Carrasco, Mizque and Ayopaya, throughout the department. 

The project began April 1976 and terminated in December 1981. It was 
financed by a USAID/B loan of $ A,924,000, a USAID/B grant of $ 1,500,000 
and a Bolivian contribution of $ 3,000,000. The University of New Mexico 
provided the technical assistance team for this project with USAID/B 
grant funds. 

The project objectives included: 

1. Preparation and in-service education for rural teachers; 

2. New construction, renovation and expansion of the "nucleos" 
and the Rural Normal School at Vacas. 

3. Curricular reforms and improvement in the development of 
educational materials; including bilingual education; 

4. Non-formal education oriented to the rural community. 

Approximately 11,100 students benefited from this effort through a new 
Curriculum and learning materials. This program also benefited about 
108,000 adults and out-of-school youth in non-formal educational programs. 

In addition, about 500 rural normal school students received training in 
these new curricula and instructional materials. 

The project suggested incentives for the professional staff possibly to 
include living quarters for teachers, credit union and opportunities to 
teach and supervise in community projects for additional remuneration. 

Funds for the second and third activities were not available. Some 
teacher housing was built, but difficulties with construction contracts 
could not be resolved by the end of the project and funds were transferred 
to provide books and other equipment at schools as teacher incentives. 

The construction component at Vacas Rural Normal School included renovation 
and construction of dormitories, dining rooms, kitchens, classrooms and 
laboratories, as well as the construction of modest living quarters for 
teachers and their families. At primary schools, workshops, classrooms, and 
some teacher housing were built. 

During the period April 1, 1976 and December 1981 the following was 
accomplished: 



- 38 - 


1. Participant training in Colombia for 18 educators for 9 months. 

2. Training of primary school teachers and administrators. 

3. Revision of the normal school curriculum. Revision of the curriculum 
of primary grades 1, 2, 3, 4, and 5. 

4. Development of corresponding instructional materials and manuals; 
provision of school libraries. 

5. Preparation of Quechua-Spanish materials and methods for bilingual 
instruction. 

6. Teacher training for chassroom use of bilingual educational materials. 

7. Preparation and broadcast of radio programs for community education; 
use of these in a cassette program where radio does not reach. 

8. Training of community promotors and technical teachers. 

9. Community organization, including cooperatives. 

10. Construction of community water systems, letrines, and 21 workshops 
at primary schools. 

11. Provision of tools for workshops. 

12. In December 1981, the construction of the new normal school and 
installation of electricity at Vacas were completed. Potable water 
facilities were built earlier. 

13. Classrooms and some teacher housing were built at primary schools. 


In December 1981, the MEC committed itself to continue the project for 
two more years to follow up on project innovation. 


- 39 - 


RURAL II PROJECT 


The Rural II project was designed to complement the Rural I project. 
Developed as a comprehensive program for rural teacher training, it is 
financed with a USAID/B loan of $ 10.0 million. Technical assistance, 
financed by a USAID/B grant, will be provided by AED. A special USAID/B 
personal services contractor also served as education advisor to the 
Bolivian technicians of this project from April 1978 to September 1980. 

The enabling legislation supporting this project is described in Supreme 
Decree No. 15241 (January 10, 1978) and in Ministerial Resolution No. 7 
(February 16, 1978). 

The components of the project include; 

1. Teacher Training 

2. Curriculum Development 

3. Teaching Materials Development 

4. Administrative Improvement 

5. Facilities Improvement and; 

6. Consolidation of six rural normal schools 

The institutions in the project are the ISE/Tarija (Institute Superior 
de Educacion) and the rural normal schools at Caracollo (Oruro), Caiza 
"D" (Potosi), Canasmoro (Tarija), Villa Serrano (Chuquisaca), Portachuelo 
(Santa Cruz) and Riberalta (Beni). 

By the end of the project, the following are to be achieved: 

1. Teacher Training 

a. All ISE/Tarija instructors trained 

b. All instructors at the six rural schools trained 

c. Rural school teachers in the area of the six rural normal schools 
trained at summer sessions and by mobile teams during the school year. 

2. Curriculum Development 

Establishment# of a process for continual development of curriculum for 
ISE/T and the rural normal schools, 

3. Teaching Materials Development 

Establishment of a system for preparation of teaching materials in sup¬ 
port of the curriculum at ISE/T and the six rural normal schools. 



- 40 - 


4. Administrative Improvement 

Establishmentlft. of improved systems of administration at the National 
Directorate Rural Normal Schools, ISE/T and the six rural normal 
schools. 

5. Facilities Improvement 

a. Repair and construction of buildings at the six rural normal 
schools. 

b. Provision of books, material, and equipment to support teacher 
training. 

6. Consolidation 

Reduction of 10 rural normal schools in six Departments to six 
larger institutions. 

As of June 1982, the following had been accomplished: 

1. During 1979, a group of 61 Bolivian rural educators (instructors and 
administrators) were trained at two universities in Colombia for 
approximately nine months. The program of instruction included educa¬ 
tional administration, educational planning, teacher preparation, 
curriculum, evaluation, educational technology, guidance and counseling, 
non-formal education, teaching methodology, and bilingual education. 

2. In 1980, 146 rural educators participated in an eight month intensive 
program at ISE/Tarija. The areas of instruction included rural secon¬ 
dary education, primary rural normal schools (grades 1-5), and the 
integrated normal school (grades 1-8). 

3. Mobile teams at each of the rual normal schools provided in service 
training to approximately 900 rural school teachers and supervised 
practice teaching for about 400 new teachers each year. 

4. The process for designing curriculum for the rural normal schools was 
begun through a national seminar in 1979 and a survey study in 1980. In 
1981 the RNS curriculum was completely revised and teachers trained in 
its use. In 1982, a four month course in new areas of curriculum was 
provided at ISE/T for 56 RNS teachers. 

5. Teaching materials were developed by the mobile teams and ISE/T staff, 
but an organized system had not yet been established. 


- 41 - 


6. Final construction plans were developed for the six rural normal schools. 

7. Over twenty rural normal schools were consolidated in 1981 to ten RNS - 
the six included in the project, Vacas in Cochabamba Department, Llica 
in Potosi, and Warisata and Santiago de Huata in La Paz. 

8. 14,000 books were purchased for the libraries of the normal schools and 
ISE/T. Office equipment and motorbikes were provided to the director¬ 
ates and mobile teams. Cots were bought for student dormitories. 

9. Project activities were replanned in detail toward accomplishing all 
project objectives by December, 1985. 

The project functioned on a relatively limited basis after August 1980 due 

to USAID/B suspension of regular funding due to administrative problems. 

It is hoped that the project will be normalized in 1982. 


- A2 - 


COMISEN PROJECT 


The COMISEN (Comision de Integracion de los Servicios del Sector Educative) 
is sponsored by the Ministry of Planning to integrate all educational services 
for Bolivia and to develop a National System of Education. The National 
System of Education would plan, organize, administer, control and evaluate 
the educational process in all areas, levels and specialties. 


COMISEN activities officially began on July 20, 1977 and identified three 
principles for its work: "integration”, "rationalization" and'bptimization". 
Thepproject is schedule to terminate in 1982 and is financed by a grant of 
$ 450,000 of IDB. 


"Integration" is defined as unification of objectives and jurisdictions; 
coordinating related activities; and eliminating duplication of effort and 
inefficient use of resources. 


"Rationalization" is a system of priorities with the available resources to 
administer an educational program more flexibly and productively than in 
the past. 

"Optimization" is defined as the greatest productivity and highest quality 
at the least possible cost for the pupil and his family. 

Two committees have been appointed to help evolve these principles and the 
decision-making committee (composed mainly of Ministers of government) and 
the implementation committee (composed of representatives of various govern¬ 
mental ministries). However, the project has shown little progress mainly 
because of two factors: the size of the implementation committee (23 members), 
and the long bidding process to contract technical assistance. 



- 43 - 


ALTIPLANO INTEGRATED EDUCATION PROJECT 

This project was to establish pilot programs in the Altiplano in formal 
primary education, community education, and in vocational preparation. Having 
begun on May 11, 1977, the project is scheduled to terminate in 1982. Tech¬ 
nical assistance advisors are contracted individually by the project. 

The project is financed by the World Bank through a Joan totaling $ 15,000,000. 
The loan has been budgeted as follows: 

Formal and Community Education 
Vocational Component 
Study Plans 
Contingences 


The project objectives are as follows: 

a) Construction and furnishing 955 primary classrooms and 10 intermediate 
schools; equipping the rural normal school at Warisata; and construction 
of houses for faculty; 

b) Development of new curricula and instructional materials for all school 
of the project; 

c) In-service training for 1200 primary and intermediate school teachers 
and for 100 principals, supervisors and normal school faculty; 

d) Radio programs in primary schools to teach Spanish to Aymara-speaking 
pupils; 

e) Development of community education programs and materials; 

f) An educational-needs study of low-income populations that emigrate 
from the Altiplano to the city of La Paz; 

g) Optimum utilization of technical assistance; 

h) Construction of and equipping six vocational centers in the cities 
of La Paz, La Paz/El Alto, Cochabamba, Santa Cruz, Oruro, and 
Tarija; 

i) Provide two mobile training units for the mining districts and 15 
units for agricultural and artesan training to train 2,300 persons a 
annually; and 

j) Identify employment opportunities in the mining districts of the 
Altiplano. 


$ 6,800,000 
3,450,000 
1,900,000 
2,850,000 

$ 15,000o000 




- 44 


In March 1980, the project director reported that in formal primary education 
and community development only 20% of the project was completed, nevertheless, 
the materials developed reflect new teaching concepts including individualized 
instruction in the multigrade one-teacher schools. In addition, the curriculum 
for primary grades 1, 2, and 3 have been revised. The various seminars conducted 
in this project have benefited 324 teachers, 40 principals and five supervisors. 
In 1981, the project worked with the Rural Education II project to completely 
revise the RNS curriculum and train teachers in its use. 


- 45 - 


SENET (Servicio Nacional de Educacion Tecnica ) 

This project is to improve technical, vocational, and agricultural education 
at the high school level in 25 rural and urban schools throughout Bolivia 
(of the 25 at least 6 are rural or small town high schools). Begun in 1978, 
it is programmed to complete its work in 1982. Financing is provided by two 
donors and the GOB: 


IDB Loan 


$ 9,700,000 


IDB Grant (Technical 

Assistance) 


580,000 


CIDA (Canadian International 11,700,000 

Development Agency) 

Grant (equipment) 

GOB/MEG 5,500,000 

$27,480,000 


The general objectives are: 1) to contribute to the training of technicians 
at the high school level through formal and non formal education for the 
industrial, agricultural, and service sectors. 2) to form the base to 
organize and develop a national system for technical education and training 
in Bolivia. Project components include, engineering and construction, 
equipment, furnishings, and teaching material, student scholarships, teacher 
training, and technical assistance. By mid-1981 bids had been let for the 
first 9 of the 15 technical and 10 agricultural high schools to be built. 
Architechtural designs for nine others were ready for IDB approval, and 
the designs for the final seven were begun. The lists of equipment had been 
defined. However, preparation of curriculum and teaching materials was a 
year behind schedule. Another significant problem was the lack of defini¬ 
tion of a technical education policy for Bolivia. 








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- 46 - 


(BY AREA: 
BY LEVEL: 


PART II 


DATA SUMMARY: 


URBAN, RURAL, DECENTRALIZED AND PRIVATE; 
PRIMARY, SECONDARY, HIGHER (NON-UNIVERSITY) 
AND UNIVERSITY) 


VARIED DATA BETWEEN 1976 
AND 1979 


July 1980 



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- 47 . 


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d !>i 


p p 






Ph W 








d 



OO 

o. 

_P 

UA 

ON 

o 


p 

UA 

AD 

00 

lA- 

OO 

d 'P 


< 

P 

AD 

AD 

OA 

OA 

o3 > 

m 

p 


rs 


• 


X> 0 


o 


p 

p 

OO 


H d 


p 

p 

1—1 

AO 

o 

B P 




AD 

p 


(H 


o3 0 


0 

o3 


> 

O 


0 -P 
O 

H 0 


♦H 

0 00 




p 

U 


p 


d 

0 On 


p 


p 

P 1—1 


3 


1—1 



p P 

00 

o3 



< < 

t>- 

p 


iH 

> P 

ON 

O 



< Fi 

1—1 

P 



P 





CO 


• 

M 



3 

H 


I—I 
o3 


0 








d 


0 


>1 bO 

• 


1-1 





p 


p 


P d 

> 


o 


d 



d 


o3 


tt3 

H 


o 

P 

03 

P 03 

p 

0 

P 

> 

P 

P P 

P 

H 

p 

d 

p 

d d 

d 

0 

d 

•H 

d 

d 0 


P 

0 

0 

d 

0 d 

0 

0 

0 

u 

0 

0 

P P 

O 

w 


P 

§ ^ 


p 


p 


i p 

P 



P 


p 

p 


P 


P 

P o 

O 

O 

1—1 

1—1 

P 

p (—1 

1— 

1—1 

1—1 

r—1 

1—1 

t—1 

P 


ct3 

o 

o3 

O o3 

o 

o3 

o 

o3 

o 

O 0 

C5 


P 

u 

P 

d P 


P 

d 

P 

d 

U bO 



O 

d 

o 

d o 

d 

o 

d 

o 

d 

d c6 



P 

0 

P 

0 p 

0 

P 

0 

P 

0 


OJ 


OO 


-4" 


LfN 












SECTION A - STATISTICAL TABLES 


48 


iH 0) 
03 O 

^ w 


»v (U 

d bD 
o3 d 


o3 

<U 

d 

o3 

>1 


cu 

-P 

03 

♦rH 

■d 

0) 

S 

d 

0) 

■P 

d 

•p 

d 

d 

o3 

>5 

d 


Ch 

O 

<u 

bO 

o5 

P> 

d 

(U 

o 

d 

0) 


•H 

d 

ft 


I—I 
O 

o 

o 

w 

0) 

d 

ft 


M 
(U 
I—I 
O 

>5 

o 

>3 

d - 

P> 

d 

0) 


d 

o3 

(U 

>5 

w 

d 

o 

•H 

> 

0) 

d 

ft 

d 

(U 

> 

O 

(U 

bD 

d 

o3 

d 

o 

ft 

o 

0 

bD 

03 00 
ft tft 


d 

0 

o 

d 

0 

ft 


I—I 


d 

0 

B 

o 

> 


rH 

o 

d 

d 

0 


0 
!> 
0 
I —I 

d 


•H 

d 

ft 


0 
ft 
o3 ft 
> O 

•H 

d 0 
ft bD 
o3 


d 

d 

o5 

d 

0 

tsi 

•H 


ft 

d 

0 

o 

d 

0 

ft 


d 

d 

o3 


o3 
d 
ft 
c! ♦ 

0 o 

O [>- 
0 o\ 
d I—I 


o3 

ft 

o 

E-i 


H 



rH 

• 

O 

liA 


MD vX) 
Cft l>- 


CC 

ft UA 


G\ 

Ov 

VD 


ro • 

• 

« 

• 

• 

« 

d 0^ 

1—1 

Lr\ 

(ft 

00 

00 


LTN 

pt 

Pt 

Pt 

d" 

O 












VD VD 

VD 

VO 

VD 

VD 

VD 

l>- tft 

l>- 

c- 


tft 

Ift 


00 

oo 


OO 

Pt 

OO 

• 

• 

• 

• 

« 

• 

a\ 

LTN 

o 

VD 

LTV 

tft 

pt 

OO 

J- 

CM 

Pt 

d" 

VD 

VD 

VD 

VD 

VD 

VD 

tft 

tft 



tft 



O 


pq tft 
05 


EH 


rH 

CJN 

OJ 

00 

pq 

ft 

ft 

• 

O 

• 

o 

% • 

VD l>- 

o 

o 

o 

Pt 

ft- 


ft 

e 

§ 

ft 

H 

ft 

+ 

+ 

1 + 


OO 

t- 

CM 

oo 

1>- 

• 

% 

• 

• 

• 

LTV 

—1 

OO 

CM 

o 

CM 


ft- 

LTV 

rH 

H- 

+ 

+ 

+ 

H- 


00 

00 

00 

rH 

o 

OO 

• 

• 

• 

• 

• 

• 

CM 

LTV 

LTV 

CM 

ft- 

00 

t- 

C- 

OO 

OO 

VD 

rH 

1 

+ 

+ 

+ 

+ 

H* 


ft 

o 

ft 

>H 

00 


ON OO 

ft- 

ir\ 

ir\ 

ft- 

o 

LTV 

oo 

CM 

rH 

ft 

ON 


o 

ft 

D 

• 

• 

• • 

• 

• 

• 


• 

• 

• 

• 

• 

• 

% 



VD 

CM 

O ft 

05 


ft 

LP» 

CM 

o 


t- 

o 

tft 

o 


ft 

O 


ft 










CM 



ft 

ft 

H 












H- 


H- 

o 

ft 

ft 

ft 

> 

ft 

ft 

H- 

+ 

+ + 

H- 

H- 

+ 

+ 

+ 

+ 

+ 

H- 

H- 

ft 

VD 

tft 

00 <0N 

O 

rH 

CM 

OO 

-ft 

ir\ 

VD 

tft 

00 

CJ\ 

O 

ft 

ft 

ft 




ft 

rH 

ft 

ft 

ft 

ft 

ft 

ft 

ft 

ft 

CM 


p4 

g 





























tft 

O 

ft 




o 


LTN CM 


OO 




oo 


(05 


CM 


VD 




o 


tft 


VD 







« 


• 

• 


• 




• 


« 


• 


• 




• 


• 


• 


• 

• 

ft 


o 


1—1 


VD VD 


VD 


o 


Ift 


VD 


-4 


Lf5 


o 


(ft 


CM 


Ift 


CM 

o 

< 


o 


LTV 


OO 





o 


-4 


-4 






o 


VD 


ft 




ft 

Ph 

ft 


ft 









ft 










ft 










o 






























Ph 

ft 































ft 


VD 


CM 


VD 

OO 


LTN 




1ft 


CM 


VD 


CM 


VD 


OO 


Lf5 


-4 


-4 


<q 


VD 


OV 


VD 

ft 


(05 


-4 


CM 


VD 


-4 


ft 


Ift 


-4 


00 


VD 


00 


g 


-4" 


LfO 


ov-ij- 


-4- 


VD 


ft 


VD 


CM 


VD 


(05 


CM 


OO 


(05 


00 





•\ 



c\ 








»\ 


«\ 




c\ 




c\ 




rs 


ft 






1—1 

LTV 


LTN 


OO 


00 


Lf5 


CM 


CM 


uo 


rH 


-4 




-4 



00 




CO 





1X5 


CM 


UO 


OO 


-4 


(05 


CO 


CM 


rH 


CM 














OO 


OO 





0 

P> 

1—1 


1—I 
















• 









« 




0 






• 






1—1 






1—1 









1—1 




•P 






(—1 




K 


o 



« 


• 

0 


• 







CO 




d 






CO 




O 


o 



d 


d 

d 

0 

d 

>5 






d 


0 


0 






d 


0 




d 



d 


d 

+3 

+3 

d 

d 



• 


• 

■P 

• 

-p 

• 

B 



• 


• 

-P 

% 

-p 

• 

ft 


o 


d 

0 

1—1 

0 

d 

0 

0 

0 


d 

d 

1—1 

d 

d 

d 

0 

d 

d 

• 

d 

fLi 

1—1 

d 

d 

d 

0 

d 



w 

p> 

0 


0 


0 

> 


B 

■P 

0 

d 

0 

d 

0 

d 

> 

d 

0 

d 

0 

S 

0 

d 

0 

d 

!> 

d 

s 

pq 

0 

d 

d 

1—1 

d 

1—1 

0 

•H 

1—1 

•H 

d 

d 

0 

d 

0 

0 

0 

•iH 

0 

■P 

d 

ft 

CD 

d 

0 

0 

0 

♦iH 

0 

[v~| 

ft 

• d 

0 

d 

o 

d 

o 

0 

d 

o 

d 

0 

d 


d 


0 


d 


d 

0 

d 


d 


0 


d 


ft 

o 

P4 

B 

B 

o 

d 

o 

d 

Qa 

o 

P^ 

B 

d 

>5 

d 

>5 d 


Pa 

>5 

•p 


d 

• 

d 

• 

d 

• 

Pa 

• 


kH 

1—1 


d 


d 



d 


1 —1 


d 


d 


d 


d 


1—1 


B 


B 


B 


B 

Ph 

o 

1—1 

1—1 

1—1 

o 

1—1 

0 

1—1 

1—1 

0 

1—1 

1—1 

1—1 

0 

1—1 

0 

1—1 

0 

1—1 

0 

ft 

o 

(—1 

d 

1—1 

d 

1—1 

d 

1—1 

d 

ft 


0 

o 

0 

W 

0 

Ui 

0 

0 

w 

0 

o 

0 

B 

0 

B 

0 

B 

0 

B 

0 

o 

0 

0 

0 

0 

0 

0 

0 

0 

O 


P> 

d 

p> 

0 

■P 

0 

-P 

+3 

0 

-P 

d 

■P 

•rl 


•ri 

■P 

•ri 

■P 

•H 

■P 

xi 

■P 

P> 

-P 

p> 

■P 


-P 

-p 

Ph 


o 

d 

o 

d 

o 

d 

O 

o 

d 

O 

d 

o 

d 

o 

d 

o 

d 

o 

d 

o 

0 

o 

d 

o 

d 

O 

d 

O 

d 

C5 


ft 

0 

ft 

ft 

ft 

ft 


ft 

0 

ft 

Pj ft 

Pa ft 

Pa ft 

P^ 

ft 

w 

ft 

•H 

ft 

•H 

ft 

•H 

ft 

•p 

pq 









A 

. 


. _ 



















ft 











1. 



















PQ 































c, 































ft 































ft 

pH 

00 





























<i; 


tft 





























> 

pq 

CTv 





























< 

>H 

ft 





























EH 































m 































<: 



VD 




OO 

(05 


o 


ft 


OJ 


OO 




LTN 


VD 


[>- 


00 


o\ 


o 

ft 










rH 


1—1 


1—1 


rH 


rH 


ft 


ft 


rH 


rH 


I—1 


CM 














SECTION A - STATISTICAL TABLES 


_49 


I—I 

d 

-p 

o 

-p 

*P xn 
O CJ 
cd 

0) 

bD • *' 
d O. 
P> t>- 
a <J\ 
0) H 
o 

QJ 

0) o 
p^ a 


Ch 

•d o 
a 

03 0) 
bD 


o5 


0 

o 


•iH 
> 
(U 
•N P 

c a^ 


o3 


u 

(D 

> 

O 


o3 (U 
0) bD 

^ a 

o5 o3 
>> O 

-P 

0 


C 00 

?H O t>- 

d o a\ 
(U d H 

cu 

ft I 


I—1 
<13 
> 


»' d 
<U 03 03 

s 
o 


03 

d 

>5 o3 

d 


o3 >5 ft 
Tl! ^ O 
d 

O P> 03 

o d bD 
03 03 03 
W p) 
rH d 
03 
C3 
d 
03 


o3 

P> 

O 

ft 


o 

d 
d 

03 ft 




ft 

o 

a| 

o o 
ft rs 

ft 


VD 

O- 


ro 

• 

I—I 
VD 


VD 

1>- 


(AJ 

• 

O 

(M 


OA 

t>- 




ft 

O 


OJ 


o 
!x 
ft O 

8 

ft 

o 


VD 


•H 


0 





W 


ft I>- 

VD 

0 

UA 

t>- 

^^ 


ft 0 OA 

. 

• 

• 

• 

03 03 


ft ft ft 

on 

C\J 

CO 

0 

P> bD 


g < 

0 

(AJ 


VD 

o3 d 

VD 


1 — 1 

1 —1 


LfA 

> o3 


0 S 





•H Pi 


ft ft 





d 0 


ft ft ft 

+ 

+ 

+ 

+ 

ft 


0 CO 







d 









03 

p> 









isl 

d 









•H 

0 




ft 





ft 

0 









.o3 

d 


ft 

ft 

ft 





d 

0 


0 


ft 





P> 

ft 





ft" 

ft" 

rH 

1—1 

d 



ft 

0 

CO 

• 

. 

• 

• 

03 

• rs 


ft 


ft 

(AJ 

(AJ 

LTN 

CO 

0 

d 

LTA 

ft 

ft 

0 

1 —1 

1 —1 


CVi 

0 

o3 


0 

CO 

H 




Td 

0 


ft 

ft 

> 






1>5 




S 

+ 

+ 

+ 

+ 

ft 

W 



0 

ft 






ft 

ft 





0 

ft 


m 

00 

OA 

ft 


0 

(AJ 

1 —1 

VD 

ft 

jlq 

0 



ft 

ft 

(—1 




ft 

0 





ft 

g 

ft 






ft 


OA 

00 

1 — 1 

(AJ 

0 

ft 

VD 

OA 


LTA 


< 

1 —I 

VD 

1 — 1 

fO 

0 

CT) ft 


•S 

r\ 

♦s 

bD 

0 


00 

CM 

1-1 

o3 

ft 

\D 

1 — 1 


(-1 

P> 


1 — 1 

( — 1 




H 


>5 



ft 

d 



o3 

o3 



d 

d 



P 

d 

d 

1—1 

d 

0 p 

' d P 

' o3 P 

' 0 

0 d 

1 ft >5 d 

1 d >s d 

1 0 

0 0 

1 d d 0 

1 p d 0 

1 0 

CO S 

I ft 03 1 

1 ft o3 S 

i ft 

ft 

1 d ft 

1 ft ft 

1 

1 —1 1—1 

I 1—1 d 1 —1 

1 1 —1 d 1 —1 

1 ft 

d 0 

' o3 0 0 

' o3 0 0 

' 03 

p d 

1 P 0 d 

1 P 0 d 

1 P 

0 d 

! 0 0 d 

1 0 0 d 

1 0 

ft ft 

ft CO H 

ft CO ft 

ft 

CO 

CO 

CO 

CO 

l>- 

Ift 


Ift 

OA 

OA 

OA 

OA 

1 —1 

1 —1 

ft 

1 —1 

1 —1 

(AJ 

(ft 

ft- 

(Ai 

C\J 

(AJ 

(AJ 


>5 

d 


d -p 

o d 


CO 


I—I 

d o 

03 d 
N d 
•H piq 


VD 

CA- 


25 1978 Total Private 31,9^8 19»5 +3.6 +33.2 

Secondary 
Enrollment 











50 



ui 

!-q 


1-^ 

< 

o 

H 

EH 

W 

M 

EH 

< 

EH 

U1 


O 

H 

Eh 

O 

H 

W 


(U 

o 

S=! 

•H 

m 

0) 

tiD 


o 

ch 

o 

<v 

fciD 

03 

■P 

(U 

o 

(U 

Ph 


P 

03 

(U 

>j 

ca 

P 

o 

•H 

> 

O) 

u 

Ph 

P 

(D 

> 

O 

(U 

tiD 

P 

o3 

P! 

O 

<+H 

O 

<u 

w 

o3 

P 

P 

P 

o 

p 

p 

p^ 


p 

p 

p 


o 

p 




VO 


LTN 


p- 


oo 


s 

§ 

EH 

H 

O 

« 

H 

Ph 


Pm O 
O tP 

a^ 

EH P 

§ pp 
o o 

PP H 

Ph CO 


po 

P3 


O 

o 

piH H 

O > 


§ ^ 
o pc; 
K 


pp > 

Ph o 


EH 


§ 

§ s 

pp p 

^ Q 

pci 

pp S 

Ph CP 


t-P 

<; 

EH 

o 

Eh 


-P' 

t>- 


P 

o 

pj 

'H 

U1 


o 

VD 


O 

• 

(M 
I—I 
+ 


O 

O 

I- 1 


CO 

-p* 

on 

CN 

(—i 
t —I 


I 







1-1 


1—1 




1—1 

t-1 


o 

• 

hP 


o3 

o 


o 

00 

M 


B 

p 



t>- 

[> 


5h 

pp 


o 

cr\ 

PP 

pp 

O 

pp 


CO 

1—1 

)-P 

I-P 

P 






o 


1—1 


1—1 

1 OJ 


>H 

1—1 

o 


o3 


P 

o 

o3 

o 

-p 


-P" 

o 


-P 


pp 


!>- 

pp 

pp 

O 

o 

p 

o 

CTv 

p 

o 

EH 

CO 

B 


1—1 






C-1 







o3 




CO 



-P 



< 




o 

1—1 



o^ 



Eh 




1—1 



• 

> 




VD 



H 




CP 














- 51 - 

DATA SUMyLARY 


SECTION A - STATISTICAL TABLES 

- TEACHERS 

V. Total number of teachers - 
of each sub-group of 

urban and rural; by cycle 
total - 1978 

and level; percentage 

GROUPING TOTAL 

NUMBER 

PERCENT OF 

TOTAL 

Teachers total urban 

58,383 

100 

Teachers total rural 

38,421 

65.8 

Total rural teachers 

19,962 

34.2 

Total urban teachers 

38,421 

100 

Total preschool urban 
Teachers total primary 

1,593 

4.1 

Urban teachers-Total 
intermediate 

21,729 

56.6 

Total intermediate urban 
teachers 

8,472 

22.1 

Total secondary urban 
teachers 

6,627 

17.2 

Total rural teachers 

19,962 

100 

Total preschool rural 
teachers rural primary 

- 

- 

Rural teachers - total 
intermediate 

17,930 

90.0 

Rural teachers - total 
secondary 

1,834 

9.2 

Rural teachers 

198 

1.0 












- 52 _ 

DATA SUMMARY 

SECTION A - STATISTICAL TABLES - TEACHERS 


VI. Total number of teachers by cycle 
education - 1978 

GROUPING TOTAL 

Total teachers by cycle and level 
Total teachers preschool 
Total teachers primary 
Total teachers intermediate 
Total teachers secondary 
Total Adult Education 


and level involving teachers of adult 


NUMBER 

PERCENT OF 
TOTAL 

57,551 

100 

1,463 

2.5 

37,438 

65.1 

9,571 

16.6 

6,282 

10.9 

1,866 

3.2 








DATA SUMMARY 
TEACHERS CATEGORIES 

1979 


53 






(U 





p 



(—I 


o3 



0 


•rH 



0 


P 



p 

>5 

D 



0 

P 

S 


(—1 

02 

o3 

P 


0) 

1 

g 

0 


!> 

(U 

•H 

P 


0) 

P 

p 

P 


p 

ft 

ft 

ft 


p 





P! 

MD 

m 

0 


(U 

• 

• 

• 


0 

on 

1 —1 

IP 


p 


VD 

1 —1 


cu 




ft 





ft 

tft 

on 

CO 

c- 

03 

00 

0 

0'\ 

On 

P 

0 

0 

(ft 

1—1 

0 

#N 

r\ 

rv 


ft 

CO 

VD 

00 

1 



on 


1—1 





d 





P* 

• 




0 

& * 




P 


1—1 

0 

tft 


(D 'H 


1—1 

co 

0 

EH Q 



P 





>3 





Pi 





0 





tiO 





(U 

• 




P 

6d 




03 

p 




0 

o3 

CO 

IP 

1—1 


0 


P" 

CO 

4 :: 


LON 

on 

ov 

0 

• 


c\ 


03 

0 


00 

1—! 

(U 





P 





0 





0) 

fciD 

IP 


CO 

CP 

1 —1 
[ft 

o3 


VD 

on 

VD 

P 



r\ 


PI 



CO 

on 

<U 



1—1 


0 





P 





(U 



GO 

1—1 

ft 

P" 

MD 

CO 

00 



— ! 

p" 

tft 




r\ 


>5 



CO 


P 





0 





tjD 





<U 


CO 

00 

ift 

P 

on 

Lf\ 


LP 

o3 


1—1 

VD 

0 



c\ 





CO 


>5 





P 





w 


o\ 

1—1 

p- 

P 

CO 

IP 

IP 

Ov 

(U 

1—1 

0 

IP 

p 





0 



on 


o3 





(U 





ft 


G\ 

0 

0 

P 

1—1 

P" 

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_ 54 _ 


MTA SUMMARY 

VIII, Total N-uniber of Teachers hy Preparation/Certificate Levels, - 
Urhan and Rural; Percentage of Each Sub-Group to Total - 1978* 


Year 78 

TEACHERS 

Grouping 

Total Urban Teacher 

No. 

r 

i of 

Total 

■ 

Total teachers by preparation 

55,685 

100 


Total normalistas 

39,963 

71.8 


Total certificate by service 

8,32U 

14.9 


Total temporary certificates 

7,398 

13.3 


Total urban teachers by 
preparation 

35,880 

100 


Total urban normalistas 

26,216 

73.1 


Total urban CRA certificate 
by service 

5,038 

l 4.0 


Total urban temporary 
certificates 

4,626 

12.9 


Total rural teacher by 
preparation 

19,805 

100 


Total rural normalistas 

13,747 

69.4 


Total rural certificate by 
service 

3,286 

16.6 


Total rural temporary 
certificate 

2,772 

i 4.0 











DATA SUMMARY 


COST OF EDUCATION PER PUPIL 

IX. Cost of Education per pupil for year 1978 by cycle and level 
including higher (non=university) and adult education - in 
pesos and dollars. 


Cycle or 

Level 

Pesos 

Dollars 

20 pesos - 

Pre School 

$bl,l 48 

US$ 57 

Primary 

2,315 

116 

Intermediate 

2,31*3 

117 

Secondary - Humanities 

2,361 

132 

Secondary - Technical 

15,864 

793 

Normal Schools 

13,036 

652 

Upper Technical 

37,913 

1,896 

Adult Education 

2,076 

io 4 

Average Cost 

2,449 

123 











- 56 _ 


DATA SUMMARY 

IMIVERSITY COST OF EDUCATION PER STUDENT - 1977 
X. Cost of public university education per student for year 1977 ty 


university in pesos and dollars; 
university. 


University 


Pesos 

USFX 

Sucre 

9,778 

UUSA 

La Paz 

9,595 

IDISS 

Cochabamba 

11,396 

UTF 

Potosi 

18,769 

UTO 

Oruro 

11,658 

UGRM 

Santa Cruz 

23,738 

ms 

Tarija 

22,758 

UJB 

Trinidad 

98,279 


Average Cost 


average enrollment of each public 


US$l -20 pesos 
Dollars 

Average 

Enrollment 

o^ 

00 

4,541 

480 

15,503 

570 

7,463 

938 

2,275 

583 

3,820 

1,187 

3,388 

1,138 

1,563 

4,914 

172 


Total 
Enrol¬ 
lment 38^.725 














- 57 


DATA SUMMARY 

XI. Number of School Plants - Urban and Rural - 1978 

SCHOOLS PLANTS I 978 


Urban Primary School Plants 

Preschool Plants 155 

Primary II6 1,317 

Rural Primary Plants 

Nude os 856 

Sectional Schools 6,90^ 7,7^0 

Urban and Rural Intermediate Plants 

Urban 629 

Rural 463 

Total 109 

Urban Secondary Plants 439 

Rural Secondary Plants 64 

Urban Normal Schools 9 

Rural Normal Schools 17 

Upper Technical School 1 

Total School Plants 9,616 




- 58 - 

DATA SUMMARY 

SECTION A - STATISTICAL TABLES 

XII. RATE OF ILLITERACY IN BOLIVIA - I976 

AGE GROUP OLDER THAN 15 


TOTAL POPULATION OF AGE GROUP 

No. of literates 1 , 706,718 

No. of illiterates 993?437 

Rate of illiteracy 


2,700,155 


36.70 


URBAN POPULATION OF AGE GROUP 
No. of literates 
No. of illiterates 

Rate of urban illiteracy 


1 , 168,268 

987,520 

176,740 

28.4 


RURAL POPULATION OF AGE GROUP 
No. of literates 
No. of illiterates 


1,535,887 


53.2 


Rate of rural illiteracy 


719,198 

816,689 














- 59 _ 


SECTION B 

SELECTED DATA 

ILLUSTRATED BY GRAPHS 


AND HISTOGRAMS 


Page 60 


MINISTRY OF EDUCATION AND CULTURE 


Graph I 




TOTAL ENROLLMENT, URBAN, RURAL,PRIVATE. AND DECENTRALIZED 
YEARS: 1970-1978 (In Thousands) 


1250 v- 

1200 
1150 

1100 

1050 J 

1000 Br. 

950 
900 


790 



400 “’1 

375 

350 •■'] 


300 J 


250 4 

1 275 

100 J 

1 94 

50 J 

1 45 




Private 


1206 



625 


415 



Years 


o 

rH 

(M 

ro 

sj- 

LO 


r-- 




1^ 




ON 

ON 

ON 

r-H 


1—1 


rH 

rH 




r>. 

a^ 
I—I 


00 

o^ 


SOURCE: MEC, DOPE, Departamento Nacional de Estadistica. 






Page 61 


MINISTRY OF EDUCATION AND CULTURE 


5000 

4800 

4600 

4400 
4200 

4000 ^ 
3800 . 

2400 * 

2200 - 
2000 H 

1800 
1600 

1400 - 
1200 ~ 
1000 

800 
600 

400 
200 

0 


COMPARISONS BETWEEN TOTAL POPULATION, SCHOOL POPULATION AND 
TOTAL YEARS: 1974-1978 (In Thousands) 


4446 



1837 


830 


*4- 

r'- 

a^ 


School Populati^ 


TotaXEnroUggSS 


ON 


NO 

ON 


ON 


• 4861 



2020 



1023 


00 

ON 


SOURCE: MEC, DOPE, Departamento Nacional de Estadistica 


Graph 2 
ENROLLMENT 













Page 62 
1100 ^ 
1050 - 


MINISTRY OF EDUCATION AND CULTURE 

TOTAL ENROLLMENT AND FEMALE ENROLLMENT 
YEARS: 1970- 1976 (In Thousands) 


1023 




1000 - 


950 

900 

850 -f 

800 
750 

700 

650 j 

600 J 

550 


500 

y 


450 


400 


350 


300 I 




200 'n 
150 
100 .-4 
50 


790 


250 -i 


910 


940 


854 


995 


cr> 

CO 


SOURCE: MEC, DGPE, Departamento Nacional de Estadistica 


Graph 3 





































































































































Page 63 


MINISTRY OF EDUCATION AND CULTURE 


Graph 4 


TEACHER-STUDENT RAT10,TOTAL, URBAN & RURAL 
YEARS: 1974 - 1978 



SOURCE: MEC, DGPE, Departamento Nacional de Estadistica 







Page 64 MINISTRY OF EDUCATION AND CULTURE Graph 5 

TEACHER-STUDENT RATIO BY CYCLES & LEVELS 

YEARS: 1974 - 1978 


o 

•H 

W 

CtJ 

XI 

I 

a) 

CUi 


o 

•H 

CO 

cd 


U 00 
a -H 

X 


0) 


CO 

cd 


00 

•H 


PL, pq M 


(U CO 
}-i cd 

PL, PQ 


■U 00 

a ‘H 

X 


I 

0) CO 
^ (d 
pL, PQ 


c 

M 


X 

00 

*H 



(1) 



(U 



0) 



(U 


0) 


■M 

,—1 


■p 

f—< 


p 

rH 


P t-H 




Cd 

o 


cd 

o 


cd 

O 


cd o 


CO 

o 

•H 

o 

o 

•H 

o 

o 

•H 

o 

o 

•H O 

o 

•H 

o 

X 

X! 

•H 

X 

X 

•H 

T3 

X 

•H 

X X 

•iH 


jC 

(U 

O 

CO 

di 

o 

CO 

(U 

CJ 

CO 

<u a 

CO 

0) 

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e 

CO 

Cd 


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cd 

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cd 

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cd 

fc- 

CO 

V-I 

/II 


X 

O U 


X 

O P 


X 

o u 

X 

O M 



I 

0) 

»-l 

PL, 


SOURCE: MEC, DGPE, Departamento Nacional de Estadistica 


■H 

CO 

cd 

PQ 


(U X 
u ot 

M 


YEARS 


















































































Page 65 

27.000 •. 

1 

26.500 


26.000 

25.500 ^ 

25.000 

24.500 


Graph ( 


MINISTRY OF EDUCATION AND CULTURE 
NUMBER OF URBAN TEACHERS BY LEVEL OF rS^RAINING 

YEARS: 1975 


YEARS 

1975 

1979 

NORMAL SCHOOL GRADUATES 

22915 

27272 

CERTIFIED BY YEARS OF 
SERVICE 

4577 

5237 

II 

INTERIM (UNCERTIFIED) 

4587 

4810 

TOTAL 

32079 

'37319 

-i 



jli 

! I 


n 



/ 


-—j,- 

■ .» 


so 


00 

as 




r*. 


as 

as 

as 

as 

03 

rH 


rH 

rH 

rH 


SOURCE: MEC, DGPE, Departamento Nacional de Estadistica 


1979 
















































































































Page 66 


MINISTRY OF EDUCATION AND CULTURE 


Graph 7 


NUMBER OF RURAL TEACHERS BY LEVEL OF TRAINING 


YEARS: 1975 - 1979 


15.500 


14.500 
14.000 

13.500 ’ 
13.000 

12.500 

12 . 000 . 

11.500^ 

11.000 


YEARS 

1975 

1979 

NORMAL SCHOOL GRADUATES 

11233 

15154' 

CERTIFIED BY YEARS OF 
SERVICE 

1741 

3620 

INTERIM (UNCERTIFIED) 

3315 

1 

30521 

TOTAL 

16289 

218261 



SOURCE: MEC, DGPE, Departamento Nacional de Estadistica 


































































































Page 67 


MINISTRY OF EDUCATION AND CULTURE 


Graph 8 


NUMBER OF URBAN AND RURAL TEACHERS BY SALARY LANES 


YEAR: 1979 


21.500 

21.000 

20.500 

20.000 

14.000 

13.500 
13.000 


5.500 
5.000 

4.500 

4.000 

3.500 

3.000 

2.500 

2.000 

1.500 

1.000 

500 

0 


SALARY LANE 


NUMBER 


-1 

I 


MERIT 

2444 ! 

i 

0 

3474 

1 

4634 

2 

4693 

3 

4645 

4 

4512 

5 

20708 

No Salary Lane 

13554 

Temporary 

43 j 

^TOTAL 

58707 





cfl nJ cfl 
cn hJ < 


Tempo- 










































































































































Page 68 


MINISTRY OF EDUCATION AND CULTURE 


Graph 9 


Dollars 


COST BY STUDENT, PUBLIC EDUCATION BY CYCLES, LEVELS AND UNIVERSITY 



SOURCE: MEC, DOPE, Departamento Nacional de Estadistica 
Consejo Nacional de Educacion Superior 
















































MINISTRY OF EDUCATION AND CULTURE 


Page 69 Graph 10 

COST AND PROJECT DISBURSEMENTS WITH FOREIGN AND MEC FINANCING 


I-900^ 
1.875 


1 . 350 ; 

1.825 


1.800 


4 


350 ^ 

325 ^ 
300 



<a- 

j 

00 



275 



cO 

4J 

o 

H 


SOURCE: 


o 

CONEPLAN 


IliMl Cost 


wm. Executed as of 12/31/78 


YEARS: 1974 - 1978 



I— i. p.. .. 

c o 




C O 




nJ 




rH 4-» 



M 

O. 

H 

M 

M 

«H U 

W 



•M 3 

2: 


W 

rH 'O 

W 

pc5 

Pi 

<3 W 

CO 


err 


o 


Equipmen 

Laborato 


















































































































Page 70 


MINISTRY OF EDUCATION AND CULTURE 


Graph 11 


COMPARISON BETWEEN THE NATIONAL AND EDUCATION BUDGETS 


YEARS: 1975 - 1979 

(In Thousands of Pesos 
Bolivianos) 


ililiil 


i Approved National Budget 


Millions 
of $b.i 


Approved MEC Budget 


is.ooaj; 

f 


14.000^:; 


13.000^ 

12.00oj 

■‘I 

ii.ooqj 

I 

I 

lo.oooii 

i 

9.OOOJ' 

I 

s 

8 . 000 | 

7.000| 

4 

6.000 


‘1 


5.oooy 


A.oooii 


3.0001 


2.000 


l.OOOi 


Q 



6.565 




YEARS 


m 

cy\ 


vC 


CTi 


00 

r—I 


ON 

o^ 


SOURCE: Ministerio de Finanzas. Presupuestos del Sector Publico 
































































































Page 71 


MINISTRY OF EDUCATION AND CULTURE 


Graph 12 


COMPARISON BETWEEN THE MEC BUDGET AND PERSONNEL SERVICES 


YEARS: 1973 - 1979 


Millions of 

$bo 

3o000 


*1 (In Thousands of Pesos 

I—I MEC Operational Budget Bolivianos) 

IS Servicios Personales 


o vO 
o 

.H CX3 

a\ 


2.800 

2.600 

2.400 

2.200 

2.000 

1.800 

1.600 

1.400 
1.200 
1.000 

0.800 

0.600 

0.400 

0.200 

0.0 



CO 

•*d- 

m 

r'. 



CTN 


as 

I—I 

rH 



SOURCE: Ministerio de Finanzas. 




00 


r>- 


as 

CT\ 

as 

r-i 

tH 

t—1 


Presupuesto del Sector Publico. 


YEARS 


















































































ajnjTJtJD HMt/ouas 

I ie'I.;S^-.^* 8^‘mfc,»' : *lt.BtATION;<a AWO BtKK.mQt U TC5?i‘^ 


9 ■ 


850IVKH8 ja5lMO?.is<! OMA 130008 DSH HHT K33WT38 SJO^X^^AWOO 




vCAi?S5 1975 - . 


eTCI - :2JiAaY 


> 0 ; 


^',rt nH'Vs-4''' * • '’•«?«* 

r.. 5 .- 


SOBS? 3o ebflSBiioifT ol) _ 

XsjffoiisqO D3>^ j^) 



aaoiXIfcM 



003. S 

OOd.Jw 

OOA.S 

00 £.£ 

000.S 

008.1 
003.1 

OOA.X 

00£ X 

000.1 

■i..- 

008 0 ^ 

«• 

5 >, 

OOd.O 

« 

"i " 

OOA.O 

"'i 

OOS.O i 

1 

'tfA' i 


































































72 


PART III 


STATISTICAL DATA 


TABLES Noso 1-89 


Prepared: July 1980 


- 



I 

'‘J5 



s 



ril TfLAl ^ 


!■ 

5 

• f 



{■ 


ATAa jAomiTATa 

I 

1 


- X •»ovi BajaAi 





O&^X '{JUrt :b9TBqt>'i‘! 


t 




TITLE 


Total pupil enrollHiehts - urlan, rural, decen¬ 
tralized and private; percentage of 
total enrollment, and percentage of 
change in enrollment over previous year. 

1970-780 

Total preschool pupil enrollments - - •'orban, rural, 
decentralized and private, percentage 
of change in enrollment over previous 
year. 1970-78. 

Total Pre&chool pupil enrollments by sex-first 
and second sections. 1970-76. 

Total preschool pupil enrollments by sex-urban, 
rural decentralized and private; per¬ 
centage of girls in each group. 

1970-76. 

Total primary school enrollmentsurban, rural 
decentralized and private; percentage 
of total enrollment; and percentage of 
change in enrollments over previous year 

1970-78. 

Total primary pupil enrollments by sex and grade - 
urban, rural, decentralized and private; 
percentage of girls in each grade. 

1970-76. 

Total primary pupil enrollments by sex. 1970-76. 

Primary pupil enrollments by sex and grade - urban 
percentage of girls in each grade. 

1970-76. 

Primary pupil enrollments by sex and grade - 
rural; percentage of girls in each 
grade. 1970-76. 

Primary pupil enrollments by sex and grade - 

decentralized; percentage of girls in 
each grade, 1970-76. 








11 

12 

13 

i4 

15 

16 

17 

18 

19 

20 

21 

22 


74 - 


Primary pupil enrollments by sex and grade - 

private; percentage of girls in each 
grade. 1970-76. 

Total intermediate pupil enrollments - urban, rural, 
decentralized and private; percentage of 
total enrollment; and percentage of change 
over previous year. 1970-78. 

Intermediate pupil enrollments by sex and grade - 

urban; percentage of girls in each grade. 

1970-76. 

Intermediate pupil enrollments by sex and grade - 

rural; percentage of girls in each grade. 

1970-76. 

Intermediate pupil enrollments by sex and grade - 
decentralized; percentage of girls in 
each grade. 1970-76. 

Intermediate pupil enrollments by sex and grade - 
private; percentage of girls in each 
grade. 1970-76. 

Total secondary pupil enrollments - urban, rural, 
decentralized and private; percentage of 
total enrollment; and percentage of 
change over previous year. 1970-78. 

Secondary pupil enrollment by sex and grade - 
urban; percentage of girls in each 
grade. 1970-76. 

Secondary pupil enrollments by sex and grade - 

rural; distribution by districts, 1979. 

Secondary enrollment by sex and grade - urban; 

percentage of girls in each grade. I97O-76. 

Secondary enrollment by grade - rural. I97O-76. 

Secondary pupil enrollment by grade - decentralized. 

1970-76. 


- 75 


23 - 2h 


25 - 26 


27 

28 

29 

30 

31 

32 

33 

34 

35 


36 

37 


Secondary pupil enrollments by Academic Division 
and grade - private. 1970-76. 

Distribution of educable (total) population by 

age-group - urban and rural; projection 

to 1985 . 1974 - 85 . 

Distribution of school-age (4-20) population by 

school cycle - urban and rural. 1974-78. 

Total out-of-school age population - urban and 
rural. 1974-78. 

Total out-of-school pre-primary school-age popu¬ 
lation - urban and rural. 1974-78. 

Total out-of-school primary school-age population- 
urban and rural. 1974-78. 

Total out-of-school intermediate school-age popu¬ 
lation - urban and rural. 1974-78. 

Total out-of-school secondary school-age popula¬ 
tion - urban and rural. 1974-78 

School enrollments by cycles and levels. 1974-79* 

Variations of school enrollment data within Minis¬ 
try of Education data, 1970-79* 

Number of teachers - rural and urban; percentage 
of teachers in each area; and percent¬ 
age of change over previous year, 

1974-78. 

Number of teachers - urban; percentage of teachers 
in each cycle; and percentage of change 
over previous year. 1974-78. 

Number of teachers - rural; percentage of teachers 
in each cycle; and percentage of change 
over previous year. 1974-78. 

Total number of teachers by department-rural and 
urban. 1975-79. 


38 - 39 


- 76 - 


4o 


4l - 42 - 43 


44 


1(5 _ 46 - 47 
48 


49 

50 


51 


52 

53 

54 

55 


56 


57 

58 


Number of teachers by cycle and level - urban. 

1976-79. 

Number of teachers by department and by cycle 
and level - urban. 1976-79* 

Number of teachers by cycle and level - rural. 

1976-79. 

Number of teachers by department and by cycle and 
level - rural. 1976-79. 

Total number of teachers by department by teaching 
category (certificate) levels urban and rural. 

1979. 

Number of teachers by department. Preschool 

teaching category levels - urban. 1979. 

Number of teachers by department - primary teach¬ 
ing category levels - urban and rural. 

1979. 

Number of teachers by department - intermediate 
teaching category levels - urban and 
rural. 1979* 

Number of teachers by department - secondary 

teaching category levels - urban and 
rural. 1979* 

Total teacher - pupil ratios - urban and rural 
combined. 1974-78. 

Teacher - pupil ratios - urban. 1974-78. 

Teacher - pupil ratios - rural. 1974-78. 

Number of teachers according to formal prepara¬ 
tion - urban and rural. 1975-79. 

Number of teachers according to formal prepara¬ 
tion - urban. 1975-79* 


Number of teachers according to formal prepara¬ 
tion - rural. 1975 - 79 * 


77 


59 - 60 


61 - 62 


63 

64 

65 

66 

67 

68 

69 


70 


Number of teachers by department according to 
their formal preparation - urban. 

1975-79. 

Number of teachers by department according to 
their formal preparation - rural. 

1975-79. 

Number of secondary teachers by district according 
to academic division - rural. 1979 . 

Number of teachers and administrative personal by 
department according to academic area - 
rural. 1979 . 

Cost per pupil by level and cycle in pesos and 
dollars. 1974-79. 

Operating budget by levels; percentage of total 
budget; and percentage of change in 
budget - over previous year. 1974-79. 

Operating budget - primary level; percentage of 
total budget; and percentage of change 
in budget over previous year. 1974-79. 

Operating budget - secondary level; precentage of 
total budget; and percentage of change 
in budget over previous year. 1974-79. 

Operating budget-non-university higher education; 

percentage of total budget; and per¬ 
centage of change in budget over 
previous year, 1974-79. 

Operating budget - parasystem; percentage of 
change over previous year. 1974-79 


71 Consolidated budgets including operating budget; 

investment budget and transfers; per- 
tage of the total budget; and percentage 
of change in budget over previous year, 

1973-79. 


72 


Number of school plants - urban and rural, 1978 


_ 7 


( t 


73 

Number 

of 

74 

Number 

of 

75 

Number 

of 


primary school plants - urban, 1978 . 

primary school plants - rural. 1978. 

intermediate school plants by depart¬ 
ment (city and provincial capitals) - 
urban and rural. 1979 - 


76 Number of secondary and higher education (non¬ 

university) school plants by depart¬ 
ment - city and provinces. 1978. 


77 _ 78 _ 79 Structure of Public Education. Regular and 

Adult Education. 


80 University enrollment by semester - All public 

universities and Universidad Catolica, 

La Paz, Second semester 1972 to 
second semester 1978. 

81 University enrollment by major divisions. All 

public universities and Universidad 
Catolica, La Paz. First semester 1977. 

82 University faculty by category - All public uni¬ 

versities and Universidad Catolica, La 
Paz. First semester 1977. 

83 University number of graduates by major divisions. 

All public universities and Universidad 
Catolica, La Paz. 1977. 

84 Public university cost per student by semester 

in pesos and cost per student by year 
in dollars. 1977 . 

85 Rate of illiteracy in Bolivia for age-group 

older than 15 - urban and rural. 1976. 

86 Rate of illiteracy in Bolivia for age-group older 

than 15 - urban. 1976. 

Rate of illiteracy in Bolivia for age-group older 
than 15 - rural. 1976. 


87 


. 79 . 


88 Enroiiment projections of grades 1 to 8 to 

year 198? - rural and urban - based 
on 1971--76 enrollments, 

89 Enrollment projections of grades 9 to 12 to year 

1987 - rural and urban - based on 1971- 
76 enrollments. 


’V 

• / * * k. 




rv 






* o? o i adf>fi*xs 'lo 8nol/o5to'o? ^i 3 t»«IIoT,icI 38 

'l>-t85d - asd^u baa i-0‘Rntt'rrT8^?l^"»fr« - rur-*l 

,8^aamJXo’tfla r^-iT^X no 

^ -*ji-r 01* * • '< ■ ‘ ■ 1'-' 'i-#'1l>/*i!” 

Xfi9Y Si OJ ^ ftdfrSTSj 'lo ^3 


DO bsQJsd - nBrfTi/ brjB imirr - 

.8i09IITiiO'3iT'> F 




01 










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llA ^**1^. ^ocif.* ?>’ -’^r to 

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f.A : «4- T .rw 

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.*• ' , 

>iMp*- ft Vi T • ' r ,. ■» V I r1 C«Jl* 

*1 • i- 

liNriftrv.^ 14^. 

' . li'v r foil'*;'p^t y\f R^:itcmMiyyr 

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TABLE No. 1 
STATISTICAL DATA 
BOLIVIAN MINISTRY OF EDUCATION 
DPE-DEPARTMENT OF STATISTICS 



00 

o 

■Vt 

m 

ov 

00 


m 

VO 

00 


CO 

uo 


CN 

VO 

VO 

Ov 

OV 

CN 

C30 





o 

& 


VO 

CN 

•vf 

CO 

Nj- 

o 

VO 


O 

CN 

c— 4 

VO 

O 

i-H 

CN 

VO 

■<}■ 


4—4 

CN 


#1 





9 


p—4 





r—( 


ON 

m 

ir>> 

in 

CN 

(JV 


CN 

00 

o 

m 

00 

CN 


00 


C3V 


VO 

00 


f 


A 

ox 

o 

o 


VO 

t-H 

X —4 


CO 

VO 

o^ 

CO 

00 

Ov 

in 

o 

CO 


t-H 

IJO 

CO 


T—4 

1—4 


a 







1—4 





1—4 


CJV 

CO 

440 

ov 

CN 

CTv 


CO 

CN 


VO 


CO 


00 

to 

VO 

r-4 


00 

o 



9\ 

474 

o 

o 



CO 

liO 

VO 

CN 


CTn 




m 

O 


t“l 

o 

440 

CO 


I—4 

o 
















CN 

CN 

00 

CN 

O 

CN 


CN 

00 

VO 


o 

CN 


00 

CO 

00 

o 

m 

00 

LTl 


G\ 

A 


9 



CN 

cr\ 

1-4 

VO 

m 

CN 

(J^ 

CN 

o 

VO 

m 

Ov 

CN 

1—1 

O 

440 

CO 



O 







o 


I—I 





1—4 



cr. 

O 

ST—4 





<!• 

440 

CN 

uo 




uo 


vO 

m 

■<r 



0% 



9 

9 

1—4 

<!• 

O 

CO 


m 

<!■ 


ov 

Ov 


m 

o 

a\ 


(Ov 


CO 


i-H 

CTv 


CN 


o 

CO 

CN 

CN 

CO 

CO 

CO 

CN 

m 

CN 

CO 


T— 4 

VO 

O 

CO 

f—4 

5—4 

CT\ 

« 

a 

ox 


ot 

o 

1—4 

00 


CO 

CO 


00 



VO 

CO 

m 

OV 

Nf 


CJv 

<}■ 

CO 



CO 


VO 

Ov 

CO 


IT^ 

VO 

CN 

m 

1—4 

VO 

m 

1 — 1 

UO 


CvJ 


VO 

ON 

CN 

CN 


ff' 



A 

o 

r 

1—4 

CTi 


VO 

r—4 

CO 

OV 


o 

CO 

1—4 

m 

o 

o 




CO 


1—4 

CTv 



CO 

VO 

in 

CO 


T—4 

CN 

CO 

440 

<!• 

<Tx 

CN 


VO 

CN 

CN 

m 

UO 

VO 

o^ 



A 

ox 

o 

9 

fl—) 

<!■ 

CO 

CO 

o 


<3- 


m 

o 

o 

m 

Ov 

m 


00 


CO 



00 


r*H 

<!■ 

VO 

T— 4 

o 


o 


CO 

T—4 

CJV 

uo 

Ov 


VO 


00 

OV 

1—4 

VO 

a^ 


0\ 

ox 

ox 

o 

ei 

1—4 

o^ 

uo 


Nt 

<}■ 

CO 


00 




CO 

00 



CO 

CN 





4-1 

C 

a) 

S 


o 

j-i 

c 

w 







1-4 

CN 

CTV 

o 

I-H 

VO 


CO 


o 






• 

• 

• 

• 

• 

VO 


UO 


1-4 

1-^ 

*st 

uo 

00 

o 

O 

o 

O 

o 

o 

uo 

CO 

o 

o 

o 










1-4 

+ 

+ 

+ 

+ 

+ 






m 

00 

CO 


CN 

CN 

uo 

CO 


cH 






♦ 

• 

• 

• 

• 

uo 

VO 

<1- 

VO 

I-H 

1^ 

<!• 

uo 

CJV 

O 

o 

O 

o 

O 

o 

UO 

CO 

o 

O 

o 










I-H 

+ 

+ 

+ 

+ 

+ 

<!■ 

OV 

CN 

m 

o 

<1: 

CTV 

00 

I-H 

CO 

• 

• 

• 

• 

# 






O 


uo 

Ov 

o 

uo 

vt 

CO 

o 

C'. 

uo 

CO 

o 

O 

o 

O 

O 

o 

o 

o 





1—1 











+ 

+ 

+ 

+ 

+ 






00 


CN 


VO 






♦ 

• 

• 

• 

• 

00 


U^ 

00 

o 

CN 

CO 

uo 

CN 

av 

• 

• 

• 

• 

• 

o 

o 

o 

O 

o 

CO 

uo 

uo 

ov 

o 






<)■ 

CO 

o 

o 

o 

+ 

+ 

+ 

+ 

1 





5-4 











CTv 

VO 

CO 

CN 

00 

CO 

VO 

uo 

VO 

o 

« 

• 

• 

• 

• 

• 

• 

• 

e 

• 

<1- 

m 

CO 

CN 

00 

CO 

Nt 

uo 

o 

o 

O 

o 

o 

O 

o 


CO 

o 

f-4 

o 










I-H 

+ 

+ 

+ 

+ 

+ 






oo 

CN 

o 

uo 

o 

o 

1^ 

VO 

CN 

CTx 

• 

• 

• 

• 

• 

• 

• 

• 

• 

9 


VO 

uo 

CN 

VO 

CO 

uo 

m 

O 

CO 

o 

O 

o 

O 

O 

•vt 

CO 

o 

1—4 

ov 











+ 

+ 

+ 

+ 

-1 






vcjr 

uo 

VO 

O 


t-H 

00 

p>. 


O 

• 

• 

• 

• 

• 

• 

• 

« 

• 

• 

vO 

00 


CO 

uo 

00 


uo 


o 

O 

o 

o 

o 

o 


CO 

o 

1-4 

o 










1—4 

+ 

+ 

+ 

+ 

+ 





o 






CN 

m 

ov 


o 

CSI 

CO 

CN 

CN 

VO 

e 

• 

• 

• 

• 

• 

• 

• 

• 

• 


uo 

in 

1—i 

o 

00 

r«. 

o 

CN 

CO 


CO 

o 

I-H 

o 

o 

O 

I-H 

I-H 

o 





I-H 











+ 

+ 

+ 

+ 

+ 

VO 

00 

C'. 

CJv 

o 

• 





• 

• 

• 

• 

• 







<!■ 

m 

I-H 

o 







CO 

o 

I-H 

o 










rH 

1 







o 

}-l 

c 

w 

c 

•H 


CO 

0) 

>-• 

Cfl 














05 

d 

CO 











5—4 






CjC 

o 

p 











CO 






d 

•1-4 

d 





w 






•P 






CO 

> 

05 





4-) 



03 



o 



03 



J3 

05 

B 



T5 


c 

u 

o 

(U 



H 

a 

O 

05 



O 

5-4 

1-4 

o 

CJ 

05 


<u 

•H 

•1-1 

N 




•1-4 

•1-4 

N 




P4 

1—4 

•p 

•P 

tN 


6 

1—4 

1—4 

«H 


1—4 

VH 

1—4 

1—4 

•H 


I-H 

P 


o 

1—4 

iP 

*P 


1-H 

JO 

JO 



CO 

O 

J3 

JO 

1—4 


CO 

o 

54 

54 

JO 

JO 

iP 


1—4 

d 

C3 

CO 


4-1 


d 

D 

CO 


p 


05 

d 

d 

d 

CO 


o 

Ph 

P4 

5-4 

05 

O 

05 

P4 

P4 

5-4 

05 

o 

05 

> 

w 

P4 

P4 

P 

05 

T-4 

4J 

4J 

H 

M 

1 

1 

P 

P 

H 

M 

O 


1 

1 

P 

P 

c 

c 

1—4 

d 

CO 


CO 

d 

1—4 

d 

CO 


CO 


1—4 

d 

1—4 

d 

CO 

w 

CO 

CO 

05 

> 


u 

CO 

CO 

05 

> 


P 

CO 

CO 

CO 

CO 

05 

> 

O! 

U4 

o 



d 

o 

5-4 

o 

•iH 


d 

p 

P 

JO 

u 

O 

•P 

f-H 

S4 


0) 

5-4 


05 

5-4 

d 

05 

54 


05 

d 

o 

54 

d 

05 

u 

CO 

so 

pc! 

o 

Ph 


o 

tD 

pc! 

o 

P4 


CJ 

05 

H 

S3 

pc! 

Q 

P4 

4-1 





5-4 






5-4 

B 






o 






05 






05 







H 






P-4 






P4 








Source: Ministry of Education, DPE 


























PRE SCHOOL ENROLLMENTS 
1971 1978 



vD 

II 

CM 

vO 

'n 

lO 

vO II 

o 

VO 

CM 

r> 

O 

II 

00 


os 

cn 

CM 

00 

v£) 

II 

o^ 

VO 


CTv 

vO II 






II 





• 



II 

iTl 

Os 



Mf II 

?-H 

VO 

VO 

VO 

O 

II 

VO 

CM 

O 

t—( 

cn 

CTi 


II 

#V 



#> 

II 

un 

on 



O 

II 


T-1 






II 



VO 

m 

II 





1-H 

II 







00 

II 

<)■ 

'O 



00 II 






II 








II 





II 






II 








II 





II 






II 








II 





II 






II 








II 





II 






II 





CM 


1—1 

II 

rH 

CM 

m 

on 

>—• II 

m 


o 

lO 

o 

II 

00 



cn 


ro 

II 

00 

00 

>d- 

'N 

-n II 





- 

II 





' 


cr> 

II 

'Oi 

VO 

-n 

'n 

os II 

00 

00 

VO 

VO 

o 

II 

os 

CM 

1 

I—1 


C3^ 


II 

e\ 


•> 


p II 

Ml- 

■o 



o 

II 


tH 





mH 

II 

os 

I-H 

m 

jn 

1—* 11 





t“H 

II 







00 

II 

II 

II 

II 

II 

II 

■n 




00 II 

II 

II 

II 

II 






II 

II 

II 

II 

II 

II 








m 


00 

vO 

11 

II 

1—i 


VO 

-n 

o 

CM 

cn 


o 

o 

nO 


II 

•n 



ITS 

vO II 






II 







LO 

11 



CM 

pH 

un II 



1—t 

1—1 

o 

II 


CM 


CM 


C7^ 


II 


) 

«s 

r 

II 



i-M 


o 

II 


rH 





m 

II 

in 


m 

ijn 

•-n II 





I-H 

II 







<)• 

II 

'n 




Ml- II 






II 








II 





II 






II 








II 





II 






II 








II 





II 






II 








II 





II 






II 




un 



CM 

II 

VO 


m 

I-H 

CM II 

m 


VO 

o 

os 

II 

VO 

m 


cn 

m 

00 

II 

00 



CM 

00 II 






II 







cr> 

II 

CM 



un 

CTv II 

VO 

1 

CM 

t-M 

OS 

II 

Mf 

CM 



CM 

CJ^ 

A 

II 




r 

P II 



f-H 

1—1 

Os 

II 

Mf 


1 



rH 

o 

II 

1^ 



Ml- 

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II 








II 

ro 




II 






II 

( 







II 





II 






II 








II 





II 






II 








II 





II 






II 








11 





II 






II 







'N 

II 

1—1 



I-H 

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vO 



O 

O 

II 

m 

00 

VO 

00 

VO 



II 


o 

m 

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on II 






II 







O 

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00 

00 

os 

Mf 

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OS 

VO 

VO 

O 

II 

'•n 


O 

Mf 

05 

Os 


II 


#s 


P 

p |l 

v'n 

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II 






r-H 

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vO 

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1-1 

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II 

CM 

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r-'' II 






II 




c 




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II 





II 






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II 





II 






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II 





II 






II 







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vO 

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II 





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II 








II 





II 






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II 





II 






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CT. 

II 




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00 

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cn 

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rs 

r\ 

p 

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I-H 




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o 



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II 








II 

CM 




1^ II 






II 




• 

' 



II 





II 






II 








II 





•1 






II 








II 





II 






II 








II 





II 






II 







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II 

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00 

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P 

p 11 

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CM 


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00 

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nn 

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1-1 

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VO 

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mJ- 



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II 








II 





II 






II 








II 





II 






II 








II 





II 






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II 





II 






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i-H 

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00 


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r—H 

CM 

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rv 

rv 

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w 

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w 

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o 



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u 




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o 

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I — 1 


l-l 


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CO 


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3 

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0 

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O 

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ns 

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PP 

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pL. 

















P 




































< 




oo 

crv 


r-' 


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P 

r-' 

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CTV 

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VO 


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Mt 


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VO 

uo 


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M 


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CM 

CM 

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rH 




rH 

P 


p 

I-H 

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P 
















< 


















W 



CNJ 

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p 

rH 


p 

P 

P 

rH 


p 

P 

P 


CJ 


00 

VO 

r-H 

p 

P 


CM 

P 

P 

P 


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P 


w 

m 

ov 

CM 

t'- 

CTV 

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P 

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P 

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CM 

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p 


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r 


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Source: Ministry of Education, DPE 


























PRESCHOOL PUPIL ENROLLMENT BY SEX - PUBLIC (RURAL AND URBAN), 
DECENTRALIZED AND PRIVATE - WITH PERCENTAGE OF GIRLS IN EACH GROUP 




CO 

VO 





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to 


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as 





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as 

00 

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to 



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ca 

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rH 

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CO 0) 

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pH 

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to P 1 

to P 1 

rH 

rH 

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CO 

w 


Source: Ministry of Education, DPE 
































<30 

ft 

II 

ft 

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VO 

CM 

ft II 

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II 

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ft 

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II 


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CM 

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r-H II 










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CO 


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II 





1 





ft 

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CO 



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II 

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II 

II 


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UO 



II 

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ft 

tn 

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CO 

O 

Ht 

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0 

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ft 

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CJ 


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o 




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II 

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II 


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1—1 

m 

II 

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ft 

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CO 


CN II 





II 










ft 

II 

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II 

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II 

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00 

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CO 

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VT) 

in 

II 

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CM 

II 

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II 










ft 

II 

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II 

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m 

00 

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VO 

II 

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00 




m 

o 

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UO 

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• 

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ft 

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II 

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ft 

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ft 

o 

UO 




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rH 




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II 

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II 

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II 




1 

1 





VO 

II 

CM 

CO 



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II 







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II 





II 





II 







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II 





II 





II 










m 

II 

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CM 

II 

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CO 

II 

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ft 


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CO 




Ht 

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II 


ft 

o 

VO 

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• 

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ft 

00 

II 

CO 

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t-H 11 






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II 




1 


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II 







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CO 

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ft 

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cn 

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II 




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II 









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00 

II 

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ft 


CO 

00 


Pi 


cs 

OS 

II 

00 

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ft 

00 

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• 

• 

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ft 

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II 

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II 







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II 







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rH 

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00 

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II 










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II 










m 

II 

II 

CM 

CM 



UO II 

II 





II 

II 










CM 

n 

II 

II 

r*H 

00 

ft 

VO 

II 

II 

CM II 

00 

VO 

<1- 

CM 

M 

II 

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o 

rH 

II 

ft 

ft 

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CO 

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• 

• 

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• || 









ft 

m 

II 

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00 

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CO 

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00 

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C7^ 


II 


rv 



II 


Ht 



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rH 

m 

II 

os 

CO 

Os 

CO 

UO II 





r-l II 










CO 

II 

CM 

CO 

CM 

Mt 

CO II 





II 










UO 

II 

CM 

CM 



UO II 












CO 


o 

H 




X) 



o 

o 

3 



•iH 

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N 



1—1 

iH 

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33 

rH 



3 

3 

<0 



PL, 

PL, 


3 

(3 



4-» 

4J 

< 

3 

I—1 

3 

3 

H 

CO 

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3 

> 

O 

,r3 


O 

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Eh 


3 

3 

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33 

Pi 

Q 

pL, 



hJ 

< 

H 

O 

H 


O 


w 

o 

< 

EH 

w 

CJ 

Pi 

w 

Ph 





X 



3 

O 

3 



•H 

•H 

N 


EH 

|H 

1—1 

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33 

33 

1 — 1 



3 

3 

3 


§ 

PL, 

(C 


3 




4-3 

4J 

1-1 

3 

1—i 

3 

3 

O 

3 

3 

3 

> 

pi 

33 

U 

O 

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g 


3 

3 

u 

w 

33 

Pi 

PO 



1-1 

g 

o 

H 


W 

O 


CJ 

w 

O 

g 

w 

CJ 

Pi 

w 

PM 


w 


pij 


w 


o 

•iH 


4J 

c 

Si 

g X) 

o <u 

■iH N 
O f"! '—I 'H 
X) t-H 
d 3 3 

H ft P-i M 

4J 

I— I C '— I c 

3 CO Cd 0) 

•u ^ o 
o j-i 3 a) 

H 33 pti Q 


(U 

4J 

CO 

> 

•H 


(U 

O 

u 

3 

O 

CO 


Ministry of Education, DPE 






















TABLE No. 6 

PRIMARY PUPIL ENROLLMENTS BY SEX AND GRADE - PUBLIC (RURAL AND URBAN), 
DECENTRALIZED AND PRIVATE WITH PERCENTAGE OF GIRI.S IN EACH GRADE 1970-1976 



CM 

LO 

lO) 

C'. 

CM 


'0> 

OV 

VO 

VO 

rH 

Ht 

VO 

VO 

m 

>o 

Mt 

o 

40 

rH 

00 

CM 

rH 

o 

CO 

00 

VO 


1-4 

C7V 


m 



VO 

iH 

CTV 

CO 

rH 

CO 

'4 

OV 

r 

«\ 


Ft 

Ft 

F 

9 

Ft 

Ft 

9\ 

Ft 

9 

9 


00 

CO 

VO 

CM 

o 

Ov 

CO 


VO 

00 

VO 

40 



CM 

CM 

00 


VO 

<t 

<3V 

rH 

r>. 

40 


CO 

CO 



rH 





CO 

rH 





CO 


r—i 

r>. 

o 

LO 

CM 

OV 

CO 

CM 

Mf 

C3V 

00 

40 

00 

m 

o 

VO 

1.0 

40 


CM 



OV 

VO 

VO 

CM 

CM 


vD 

o 


VO 

VO 

CT. 

o 

CM 

CM 

rH 

O 


40 

OV 

f 

A 

Ft 

Ft 

Ft 

F 

9 

Ft 

Ft 

Ft 

n 

9 

9 

r-H 

00 

CO 

rH 

rH 

VO 

VO 

O 

<± 

rH 


CO 

CM 

00 


OV 

CM 

00 


40 

Mt 

00 

fH 

r>. 

40 

>4 

CO 

rH 


VO 

rH 





CO 

fH 





CO 


LO 

o 


CM 

-■t 

<t 

'•t 

vD 

VO 

•4 

40 

o 

rH 


a\ 

CM 

<!■ 

CM 


VO 

CM 

-•t 

o 

( — ! 

00 

CM 

1^ 


00 

CnI 

VO 

00 

-d- 


dv 

Cl 

4i0 

CO 

00 

CM 

C?v 


r 

c\ 

Ft 

Ft 

Ft 


F 

Ft 

Ft 

Ft 

Ft 

F 

9 

rH 

VO 


iH 

00 

CO 

40 

CO 

VO 

o 

Mt 

ov 

CM 

CM 



o 

00 

VO 

lO 


so 

CO 


lO 

CO 

CO 



VO 

T—4 





CO 






CM 


CO 

Ov 


rH 


CM 


ON 

40 

CO 

-d" 

GV 

O 

CO 

CM 

CM 

Ht 

to 

iH 

VO 

O 

CO 



40 


CM 


m 

CM 

00 

o 


'•i- 

CO 

CO 

r- 

s—1 

o 

00 

CM 

ov 


FS 

Ft 

Ft 

Ft 

F 

Q 

Ft 

Ft 

Ft 

Ft 

F 

9 

1—1 

CO 

VO 

CJV 

lO 

o 

CM 


'd" 

VO 

o 

00 

Gv 

cr. 


CM 

O 


VO 

’O 



CO 

VO 

40 

CO 

CM 



VO 

rH 





CO 






CM 


00 

o 

VO 

00 


CM 

CO 

CO 

CM 

VO 

OV 

40 

40 

CM 

C3V 

VO 

rH 

Ht 

oo 

<t 

40 

VO 

00 

40 

CM 

iH 

*4 


CO 

VO 

lO 

o 

CO 

CM 

00 

40 

rH 

O'. 

•o 

CM 

40 

CJV 

r 


Ft 


Ft 

F 

F 


Ft 

Ft 

Ft 

F 

F 


CM 

o 

lO 


C7V 

o 

OV 

o> 

CM 


40 

O' 

CM 


OV 

o 


VO 

<}■ 

'd* 

CM 

00 

VD 


CO 

CM 

VO 


m 

iH 





CO 






(N 


CM 


r'. 

ov 

<!■ 

o 

<f 

CM 


VD 

o 

CO 

00 


m 

CM 

VO 

CM 

40 

CM 

CJv 

o 

CO 

CM 

00 

rH 

40 


00 

C'. 

CO 

O 

00 

Mt 

CO 


00 

CM 

o 

Gv 

■4 

CJV 



Ft 


9\ 


e 

A 

Ft 

Ft 


F 

F 

rH 

IT) 



CM 

VO 


00 

40 

ON 

40 

CM 


C'' 


VO 

CT\ 


VO 


CO 

rH 

00 

40 

■st 

CO 

CM 

<4 


m 






CO 






CM 


CM 

CM 


CO 

40 

iH 

00 


o 


o 

CO 

<!• 

o 

1—J 

00 

ov 

rH 

CO 

00 

o 

00 

VO 


00 

o 

O 


m 

CM 

lO 

40 

CO 

40 

CO 

CM 

VO 

C3V 

cr> 

CO 

CM 

ov 

r 

Ft 

Ft 


Ft 

F 

F 

Ft 

9% 

Ft 

Ft 


F 


LO 

tn 

iH 

40 


VO 

o 

CM 

40 

CS 

OV 

Nd" 

CM 


CO 

c^ 


40 


CO 

CO 

00 

40 

CO 

CM 

CM 

CO 


ml 





CO 






CM 











iH 

CM 

CO 

■4 

to 


•rH 



rH 

CM 

CO 

mJ- 

to, 

















(i) 

CU 

o; 

cu 

o 


CO 



(U 

0) 

iD 

<u 

<v 


G 

G 

G 

G 

G 


iH 



■G 

G 

G 

G 

G 


CO 

CO 

cO 

CO 

cO 





cO 

CO 

CO 

to 

CO 


H 

!H 

u 

>H 

»H 


•fH 




}H 

}H 



rH 

o 

O 

o 

C 

O 

rH 

o 



O 

o 

O 

O 

O 

CO 






CO 









+J 

1 

e 

1 

1 

1 

4J 

4H 



1 

1 

1 

1 

1 

o 






O 

O 


CO 






H 

CO 





H 


(U 

6 

CO 






rH 






<u 

G 

•H 

>1 






}H 






oc 

cO 

}H 

O 






•H 






cO 

}H 

Ph 

CQ 






o 






4J 

o 














d 


rH 

tH 






rH 






<D 

G 

cO 

CO 






cO 






o 

O 

4-) 

4J 






4-t 







CO 

O 

O 






O 






Q) 

W 

H 

EH 






H 






Ph 



VO 

O 

00 

CM 

VO 

« 

« 

« 

* 

• 

00 


>4 

CO 

rH 

vJ- 

•4 

4 

4 

4 


iH 

VO 

4 

CM 

rH 

Ft 

• 

« 

• 

« 

00 

VO 

4 

CO 

rH 

4 

4 

4 

4 

4 


CT» 

CO 

rH 


CO 

♦ 



• 

• 


VO 

4 

CM 

rH 

4 

4 

4 

4 

4 


O 

40 

40 

C3V 

CO 

r' 

40 

CO 

CM 

f—1 

4 

4 

4 

4 

4 


rH 

CM 

00 

GV 

CO 

a 

« 

• 


« 


40 

CM 

rH 

O 

4 

4 

4 

4 

4 


VO 

VO 

CM 

VO 

O 

5 

■> 

• 

• 

4 

VO 

4 

CM 

O 

O 

4 

4 

4 

4 

4 


CO 


GV 

CO 

GV 

VO 

CO 

rH 

O 

CTv 

4 

4 

4 

4 

CO 


iH 

CM 

CO 

4 

40 

(U 

(U 

<u 

<U 

(U 

G 

G 

G 

G 

G 

cd 

cd 

cd 

cd 

Cd 

U 


u 

M 

Vh 

O 

O 

O 

O 

O 


Source: Ministry of Education, DPE 






























CM 

VO VO 

CM 



m 

00 vO 

m 



t-H 

VO vt 

I-H 


VO 

r 

#V #1 

A 


r'- 

00 

CO 

00 


CTv 

CM 

CJS CO 

CM 


I-H 


CO CO 




r-H 

CO 00 

I-H 



O 

r- CM 

o 



VO 

O m 

VO 


m 

e 

9i 

f 



00 

O 00 

00 


cr> 

CJS 

00 I-H 

CJS 

X 

I-H 

VO 

CO CO 

VO 

w 





c/2 







LO 

1—1 

m 



OS 

CM r^ 

CJS 

CQ 


00 

CJS CJS 

00 


<1- 

9 


r 

C/2 


VO 

CO CM 

VO 

H 

(Tv 

<!• 

m CJS 

<!• 

Z 

I-H 

VO 

CO CM 

VO 











O O VO 


00 

CO o 

CO 



I-H 

O CM 

CM 

§ 


LO 

CO CM 

m 

H CJ H 

CO 


A 9 

9 

J W • 


cn 

v± CJS 

CO 

pQ S I-J o 

Ov 

CM 

Ht 

CM 


I-H 

vO 

CO CM 

vO 

EH O <T> 





I-H 





CJ> 





CO 







00 

CO in 

00 

>H 


CJS 

m vi- 

CJS 

Pi 


CO 

00 m 

CO 

<£ 

CM 

r 

A • 

# 


:r^ 

CM 

CJS CM 

CM 

M 

CTi 

OS 

CM VO 

CJS 

Pi 

?-H 

m 

CO CM 

m 

p-l 





l-J 





< 


CM 

<t 00 

CM 

H 


m 

CJS in 

m 

O 


00 

CO Ht 

00 

H 

I-H 

«■ 

A 9 



r-. 

m 

00 

m 


CTv 

VO 

•-H <J- 

VO 


I-H 

m 

CO CM 

m 



CM 

00 

CM 


O 

I-H 

o o 




m 

CO CM 

m 


CTi 

9 

^ r 

9 


I-H 

in 

CO CM 

m 



CO 

O CO 

CO 



m 

CO CM 

m 


j-i 

CO 

B 

PLI 


03 

■M 

O 

H 


m 

m i-H 

U 

O -H 
PQ O 


cd CO 
4-t 4-1 

o o 

H H 


cO 

4J 

o 

H 


Source: Ministry of Education, DPE 
















TABLE No. 8 

URBAN PUBLIC PRIMARY SCHOOL ENROLLMENTS BY SEX AND GRADE 

1970-1976 



cn 

CO 

o 

C7V 

O 

CO 


CO 

CN 

VO 


CO 

00 


CN 

O 

VO 

UO 

VO 

<!■ 

VO 

•• 






r'' 

o 

00 

1—1 

CJV 

CJV 


CTv 

o 

CO 

CO 

CN 

CN 

CN 

r-< 

CO 







UO 

Ov 


UO 

VO 

UO 


Nf 

rH 

r»- 

00 

VO 

CO 


CO 

CO 

00 

LO 

VO 


UO 


9S 

n 


•N 

• 

1 ^ 

UO 

VO 

(OV 

ov 


UO 

CTV 

00 

CO 

CN 

CN 

CN 

CN 


CN 







OV 

<!• 

00 

•Ct 

UO 

o 



ov 

VO 

<!■ 


iH 


CO 

00 

r-H 

UO 

CN 



e 

IN 

*1 

fN 


9 



<!• 

o 

00 

VO 

Ht 

Ov 


CO 

CO 

CN 

CN 

CN 

1 ^ 

CN 







CN 

CO 


CO 

VO 

CO 


CN 

UO 

VO 

1 ^ 

CO 

CO 


VO 

CO 

ov 


00 

UO 

CO 

r 

•1 

•1 



r 


UO 

UO 

00 

VO 


CN 

ov 

VO 

CO 

CN 

CN 

CN 

CN 

f-H 

CN 







C3V 

o 


rH 

OV 

CJV 


00 

CO 

VO 

UO 

CJV 

CO 


UO 

UO 

O 


CN 

00 

CN 

r 

w\ 

>1 

*N 

«N 

r 


CO 

CO 


VO 


iH 

ov 

UO 

CO 

CN 

CN 

CN 

CN 

rH 

CN 








1—1 

00 

CN 

00 

iH 


00 


ov 

CJV 


CJV 


r> 

CN 

vt 

00 

CO 

iH 

1—1 


n 

IN 

rk 

rk 

r 


CTV 

CN 

VO 

Nf 

CN 

rH 

ov 

CO 

CO 

CN 

CN 

CN 

CN 

1—1 

CN 







1—1 

00 

CN 

00 

CO 




CO 


00 

UO 

<!• 


o 

UO 

CO 

O 

iH 

<*■ 

o 

,■ 


•N 

«N 

fk 

r 


CJV 

1 —^ 

UO 

CO 

CN 

o 

ov 

CN 

CO 

CN 

CN 

CN 

CN 

1—1 

CN 







UO 

CN 

1^ 

00 

VO 

rH 

Ht 


UO 

CO 

UO 


<!• 

VO 

CO 

CO 

CJV 

<)■ 


VO 

00 

9 

f\ 

rk 


tk 

r 

r 

VO 

00 

o 


UO 

iH 

CO 

UO 

CO 

CO 

CN 

CN 

CN 


iH 






iH 

CN 

CO 

CJV 

UO 

UO 

iH 

CO 

00 

(JV 


rH 

CN 

UO 

VO 

00 


(JV 

CJV 

iH 

CJV 

<1- 

r 

ft 

rk 

rk 

ft 

r 

r 

00 

VO 

00 

VO 

nJ- 

OV 

VO 


CO 

CN 

CN 

CN 

rH 

CO 

rH 






iH 

rH 

iH 

hJ 

iH 

CO 

CJV 

00 

VO 

VO 

VO 

CO 

00 

<!• 

00 

UO 

o 

UO 

CN 

Nl- 

<!■ 


r 

ff\ 

rk 

rk 

rk 

r 

r 


UO 

CJV 

VO 

CN 

CJV 

CN 

<!• 

CO 

CN 

CN 

CN 

iH 

CO 

rH 






iH 

CN 

o 

UO 

VO 

iH 

00 

o 

Nt 

o 

rH 

00 

o 


00 

Nl- 

VO 

iH 

iH 

00 

'Ct 

rH 

r 

•k 

rk 

rk 

rk 

r 

r 

00 


00 

<J- 

iH 

00 


CO 

CO 

CN 

CN 

CN 

iH 

CN 

rH 






iH 

CO 

VO 

CN 

iH 

O 


VO 

00 

UO 

00 

00 

CJV 

CJV 

o 

rH 

CO 

CN 


CO 

00 


r 

rk 

ft 

rk 

rk 

r 

r 

CO 

CO 

VO 

CO 

o 

VO 

o 

CO 

CO 

CN 

CN 

CN 

iH 

CN 

iH 






iH 

o 

iH 


CN 

UO 

CN 


CO 

Nf 

ov 

iH 

O 

O 

UO 

CN 

VO 

iH 


CN 

00 

UO 

r 

rk 

Ik 

rk 

rk 

r 

r 


iH 

UO 

iH 

00 

UO 

CN 

CN 

CO 

CN 

CN 

iH 

iH 

iH 

iH 






iH 

00 

CN 

vt 

CJV 

rH 


CO 

<JV 

rH 

O 

<!■ 

UO 

u^ 


UO 

CJV 


VO 

CN 

CN 

Ht 

# 

fk 

rk 

rk 

rk 

r 

9 

CN 

o 

CO 

OV 


UO 

VO 

CN 

CO 

CN 

iH 

iH 

iH 

O 

rH 






rH 


CN 

<!• 

1—1 

CN 

iH 

• 

• 

• 

• 

• 

O 

CJV 

00 

VO 


UO 

<!• 





iH 

CN 

VO 

VO 

O 

r 

« 


• 

• 

o 

CJV 


VO 

Nt 

UO 

vt 



<!• 


i-< LO <Ti i-l O 


o <T. vo 

lO <f vt <!• 


m CO LO I—I 

• 9 • • • 

On <T> r'- vO uO 

'd" <t <!• <t 


CJV, 

CO 

o 

VO 

VO 

CJV 

CJV 


UO 

CO 

Nt 


<!■ 


<1" 


u^ 


VO 

CJV 


• 

• 

• 

# 

• 

CJV 

00 

VO 

<}• 

CN 



<!• 


<!• 


uo o o 00 


CTv 00 VO CO CM 
'Ct <!• <!■ 


w 

H 


m 



o 






iH 

•H 






iH 

O 







d 

CQ 






CO 

O 






CO 







Pli 







4-> 







•U 

UH 








o 






O 

O 






o 

o 







d 

•H 






H 

•rl 






H 


CU 






ca 

1^ 


CN 

CO 


UO 


iH 

iH 

CN 

CO 


UO 


<u 

X 

iH 

CN 

CO 


UO 

;0 

kO 














bC 

CO 






sh 

d 

dj 

cu 

cu 

CU 

0) 


d 

CU 

<U 

CU 

CU 

<u 


CO 

5h 

(U 

<U 

CU 

(U 

(U 

Id) 

Ph 

OJ 

TJ 

OJ 

X) 

X) 


p-i 

XJ 

X) 

X) 

x> 

X 


4J 

O 

X 

X 

X 

X 

X 


cO 

CO 

CO 

cO 

CO 



CO 

CO 

CO 

CO 

CO 


d 

CO 

CO 

cO 

CO 

CO 

iH 

d 

>H 




)H 


d 

}H 

5-1 

5-1 

5h 

5-1 


cu 

kd 

5^ 

5) 

54 

5-1 

54 

ca 

CO 

o 

O 

O 

O 

O 


CO 

O 

O 

O 

cd 

O 


o 

cu 

O 

O 

O 

O 

O 

4J 

j=> 







kO 







5h 

CO 


o 

u 







u 







<U 

w 







Source: Ministry of Education, DPE 


























table No. 9 

RURAL PUBLIC PRIMARY SCHOOL ENROLLMENTS BY SEX AND GRADE 

1970-1976 



CO 


VO 

CM 

<!■ 

as 


00 


X 

LO 

lO 

<}■ 

X 

X 








m 


CO 

CO 

CO 

CM 

00 

1—1 


rH 

vt 

r- 

X 

<!■ 

cn 


X 

OO 

X 

vt 

X 

VO 

00 


m 

CM 

VO 

o 

CM 

r-- 


CO 

CO 

CO 

r'. 

cn 









9 


9\ 

9\ 


9k 

9 

9 


9K 

9K 

9k 

9K 

9 

V- 9 



Mt 

o 

X 

X 

Ov 

CO 




cn 

<t 

LO 

as 


o 

00 


cn 


■a 


<!• 

'd' 

<}• 

X 

X 

rH 

m 




CO 

CM 

I—1 

cys 



CO 

CM 

rH 


X 








CO 







1—1 







rH 








00 


CM 

CM 


CO 

o 

rH 


X 

rH 

CM 

CT> 

as 

r- 








m 


VO 



O 

CM 

CO 


o 

CO 

00 

O 


CM 


O 

O 

cys 

X 

CO 




00 

VO 

C3V 

O 


CM 


CJv 

o 

rH 

X 

X 

CM 







m 








9 


9k 

9K 

9k 

9k 

9 





<ys 

X 

O 


CM 


00 

<!■ 


CM 

<!■ 

m 


as 

tn 

CO 

CM 

X 



<}• 


cn 

X 

X 

Ov 

<!• 




CO 

CM 


CPV 


X 

CO 

CM 

rH 


<1- 







1—I 

CO 







i-H 







rH 








00 


VO 

<t 

CM 

m 

CO 

o 


<!■ 

X 

CO 


cys 

00 










VO 

VO 

VO 


m 

C3V 


<t 

o 

X 

rH 

X 

00 


<!■ 

rH 


o 

X 


cr> 


r'. 

CM 

<}■ 



CO 


X 

00 

<!• 

o 

X 

X 







■vJ' 



9\ 

9^ 

9k 

9K 

9 

9 


9k 


9K 

9K 

9 

9 


X 

X 

CO 


cys 


O 


O 

CO 

CM 

CJV 

CO 

as 


CM 

CM 

O 

O 

X 

rH 



<}• 

cn 

X 

X 

Ov 

CT> 


vO 


CO 


I— 1 

VO 


m 

CO 

CM 

rH 


CM 








CM 







i-H 







1 — 1 










VO 

o 

CM 

00 

CO 

CTv 


CO 

<!• 

00 

00 

X 

00 










CM 

CO 

O 

rH 

o 



CM 

rH 

X 

X 


X 


rH 

cys 

CO 

X 

r>- 





00 

VO 

m 


CO 


X 

cys 

lO 

cn 

00 

X 







CO 

9 


9>k 

9i 

9\ 


9 

9 


9k 

9K 

9K 

9k 

9 

#1 


X 

rH 


X 



CM 


CM 

CM 

CD 

00 

CM 



rH 

o 

00 

cys 


X 




X 

X 

X 

(JV 

00 


VO 

<1" 

CO 

t-H 

t-H 

VO 


X 

CO 

rH 



rH 







1—1 

CM 







I—1 







rH 








CM 


00 

O 



rH 

CO 


CJv 


as 

cn 

rH 

C3V 








m 


OV 

Ov 

VO 

1^ 


<1" 


O 

o 


CM 

CM 

O 


CTt 

o 

•vT 


X 


CTv 


i-H 

t-H 

<!■ 

m 

C3^ 

CO 


<t 

CT> 

00 

X 

CJV 

X 







CM 

9\ 



91, 

9k 

9k 

9 

9 


9K 

9K 

9k 

9K 

9 

9 


'd- 

rH 

X 

X 

X 


O 


00 

CD 

C3V 


O 

VO 




X 

00 

cn 

<y 


<)■ 

<)• 

X 

X 

X 

CTi 

VO 


m 


CM 

r—1 

r-< 

m 



CM 

rH 



o 








CM 







rH 







rH 











00 

CM 


CO 

rH 



V 

o 

CO 


as 

o 








00 



LO 

CO 

VO 

r'. 

o 


CM 

in 

X 

X 

cys 

CO 


<!■ 

X 


X 

X 


00 


CO 

m 

CM 

as 

CM 



O 

X 

CM 

cn 

1—1 

-a 


« 

* 

• 


« 

I-^ 

9 


9\ 

9k 

9i 

9k 

9 

9 


9k 

9K 

9K 

9k 

9 

9 



o 

X 

o 

X 


CTV 


vO 

Ov 

<ys 

VO 

as 

rH 


X 

X 

X 


cn 

CO 




X 

X 

X 

C7V 

<!■ 


IT) 

CO 

CM 

1^ 


m 



CM 

rH 



as 







ir-l 

CM 







rH 















00 


CM 


r«. 

CO 

I—( 

o 


X 

CM 

X 

cn 

CM 

CO 










O 



m 

00 



CM 


X 

X 

CM 

o 


CO 


rH 

CO 



vt" 


CM 

'CT 


Os 

CM 

VO 


O 

CO 

CO 

cn 

CM 

CO 


♦ 

• 

• 

« 

« 

o 

9 


9% 

9i 

9k 

9\ 

9 

9 


9k 

9K 

9K 

9K 

9 

9 


X 

OV 

X 

as 

X 

r< 

CO 


m 

00 



Os 

CM 


CO 

<!■ 

CO 

X 

cn 

O 


vt 

X 

X 

X 

X 

(Ti 

CO 


UO 

CO 

CM 



Mj- 



CM 

rH 



cys 








CM 







rH 






























x: 






















o 






















CO 






















w 






















c 






















•H 














rH 







rH 















CO 

• • 






CO 

CO 







O 

• • 






4J 

CO 






4-1 

rH 







•H 

CO 






O 

rH 






o 

u 














H 







H 

•i-i 








O 







•1-4 







o 







0 

PQ 







o 














p-i 

1 







1 







LH 








O 







o 







o 








•H 







•H 














CO 

i-H 







rH 







<u 








JO 


CM 

CO 


m 


XI 

rH 

CM 

CO 

<}■ 

X 


oc 

rH 

X 

X 

•vf 

X 


0 

p 







p 







CO 








PU 

a> 

0) 

<U 

(U 

(U 


p^ 

(1) 

0) 

(U 

(U 

OJ 


4J 

• • 

(U 

01 

(U 

(U 

<u 




T3 


■o 

np 

X) 



T3 

X) 

TO 

X) 

XJ 


c 

(U 

X 

X 

X 

X 

X 


1—1 

rH 

CO 

CO 

CO 

CO 

CO 


rH 

CO 

CO 

CO 

CO 

CO 


<u 

X 

CO 

CO 

CO 

CO 

CO 


CO 

CO 



P4 

5-1 



CO 

P4 

P4 

P4 

>-i 



CJ 

CO 

M 

)-l 


Pi 

Pi 


4-1 

>-( 

o 

O 

O 

O 

o 


in 

O 

o 

o 

O 

O 


>-l 

u 

O 

o 

o 

O 

O 


O 

P 







P 







<u 

O 







H 

Pi 







Pi 







Pm 







Source: Ministry of Education, DPE 



























TABLE No.. 10 

DECENTRALIZED PRIMARY SCHOOL ENROLLMENTS BY SEX AND GRADE 

1970-1976 



00 


00 

in 

m 

•4- 


<3N 


I-H 

rH 

ON 

o 

00 

(ON 







VO 

00 


CO 

VO 

CO 

lO 

(3N 

CO 


ON 

m 

VO 

VO 

CM 

(ON 


VO 

CM 

VO 

Hd" 

00 


ON 


CO 


rH 

O 

C^ 

ON 


CM 

CO 

(ON 

00 

m 

(ON 







C3V 

r 




0K 


r 

9 



9k 

9k 

9k 

9 

9 


(ON 

(ON 

00 

00 

m 

rH 

o 


CO 

CO 

CO 

CO 

CM 

m 


CO 

CO 

CM 

CM 

CM 



<1- 

vf 

•d- 

<}• 

<!• 


CO 







rH 







r-H 








CM 



CO 

CO 

VO 

CM 

rH 


CO 

CON 

m 

O 

•vt 

rH 







IT) 



VO 

iTi 

I-H 

lO 

O 

ON 


m 


*d- 

CON 

00 

m 


r'- 

-d- 

lO 

(ON 

vf 




1—1 


CM 

I-H 

rH 



CM 

O 

rH 

t'- 

VO 

(ON 


• 

« 

• 

• 

« 

Ov 








9 







9 


o 

(ON 

CON 

VO 

VO 


O 


CO 

CO 

CO 

CO 

CO 

lO 


CO 

CO 

CO 

CM 

CM 



LO 


Hd- 

'd- 



CO 







I-H 







rH 








VO 


VO 

m 


'd' 

o 

CM 


CO 

CM 

00 

rH 

m 

<f 








o 



CM 

'd' 

VO 


CM 


CO 

m 

CO 

VO 

CON 

00 


(ON 

■d" 

CO 

VO 

rH 


o 


r-^ 

CO 

CM 

CM 

o 

O 


rH 

CM 

o 

(ON 

to 

(ON 


• 

• 

% 

« 

« 

Ov 

9 



rv 


9k 

9 



9k 

9 



9 

9 


CON 

CON 

00 

r>- 

VO 

>—1 



CO 

CO 

CO 

CO 

CO 

VO 


CO 

CO 

CO 

CM 

CM 




<1- 

'd' 

mJ- 

Mt 


CO 







rH 







rH 








CM 


m 

CM 

I-H 

to 

r-- 

o 


VO 

rH 

(ON 

<t 

CM 

CM 







CO 

VO 


00 

un 

CM 

CO 

VO 

VO 


I-H 

00 

o 

VO 

CO 

o 


CM 

lO 

-d" 

o 

o 


CM 


rH 

CO 


CM 

ON 

rH 


CM 

CM 

CM 

00 

lO 

rH 







ON 



9\ 




9 

9 


9\ 

9k 

9k 

9k 

9 

9 


o 

(ON 

00 


VO 

1^ 

i-H 


CO 

CO 

CO 

CO 

CM 

VO 


CO 

CO 

CO 

CM 

CM 

m 


lO 

'd' 

<1- 

<1- 

-d" 


CO 







rH 







rH 








m 


IT) 

vO" 

CO 

h«. 

CO 

CM 


CM 

O 

o 

CM 

CON 

CO 







CNJ 



00 


CO 

f-H 

rH 

CM 


CO 


o 

r'. 

CM 

to 


O 

CM 

CM 

I-H 

VO 


CO 


CM 


•<t 

rH 

o 

CO 


CM 

CO 

CM 

r»- 

-d" 

o 







ON 

# 







9 


9k 

9k 

9k 

9k 

9 

9 


O 

(ON 

00 


'd" 

i-H 



CO 

CO 

CO 

CO 

CO 

VO 


CO 

CO 

CO 

CM 

CM 

lO 


LO 


<!■ 

-d" 



CO 







rH 







rH 








00 


1^ 


C3N 

VO 




C3N 

I-H 

CO 

'd' <!■ 

I-H 







rM 

VO 


VO 


(3N 

VO 

r-H 

LO 


(ON 

rH 

CO 

<>■ 

CM 

rH 


CO 

CO 

00 

CO 

CO 


CJN 


Mt 

CO 

I-H 

O 

C3N 

rH 



'd' 

ON 

VO 

CO 

00 







ON 

r 






9 

r 


9i 

9k 

9k 

9k 

9 

9 


o 

(ON 


VO 

Ht 


o 


CO 

CO 

CO 

CO 

CM 

VO 


CO 

CO 

CM 

CM 

CM 



to 


<!■ 

<!• 



CO 







rH 







1-1 










CM 

VO 


CM 

O 

r'- 


CM 

CM 

rH 

CON 

vO 

O 







o 

CM 


CO 

CM 



O 



vO 

00 

<!■ 

O 

m 

LO 


CM 

00 


00 

VO 


1^ 


CM 



C3N 

c» 

CM 


CM 

ON 

00 

m 

CM 

00 







ON 






9k 

9 

9 


9k 

rk 

9k 

9k 

9 

9 


(D 

00 


m 

•d" 

rH 

ON 


CO 

CO 

CO 

CM 

CM 

m 


CO 

CM 

CM 

CM 

CM 

CO 


lO 

<!■ 

-d" 

Hj- 

'd' 


CM 







rH 







rH 























x: 






















o 






















CO 






















W 






















d 















w 







•rH 








CO 






rH 

rH 






rH 








'O 







CO 

}H 






(0 

Vi 







0) 

O 






4-» 

•H 






4-1 








N 

CQ 






o 

o 






o 

u 







•i-( 







H 







H 

•iH 







1—H 

1 







1 







o 







CO 






















>-i 

TO 







xl 







LH 







4J 

0) 







0) 







o 







c 

N 







N 














(U 

•H 







•iH 







(U 







o 

rH 

I-H 

CM 

CO 

vt 

m 


rH 

rH 

CM 

CO 

-d" 

UT 


oc 

rH 

CM 

CO 

Ht 

m 


<u 

cO 







CO 







(C 







o 


(U 

(U 

0) 

(U 

0) 


}H 

0) 

0) 

0) 

(U 

(U 


4-1 

• • 

D 

(U 

D 

0) 

(U 



4J 

T) 

T3 

TJ 

TO 

T3 


4J 


T3 

TO 

TO 

TO 


d 


TO 

TO 

TO 

TO 

TO 



d 

CO 

CO 

CO 

CO 

cO 


d 

CO 

CO 

(0 

(0 

(0 


(1) 

TO 

(0 

(0 

CO 

(0 

(0 


CO 

(U 



d 

}H 

>H 


<u 

d 

Jh 

»H 

u 

d 


o 

(0 

>H 

>H 


d 

}H 


4-1 

o 

O 

O 

O 

o 

O 


o 

O 

O 

o 

o 

O 


d 


o 

O 

O 

O 

O 


o 

<u 







<u 







11 

o 







H 

Q 







Q 







(Xi 







Source: Ministry of Education, DPE 






























TABLE No. 11 

PRIVATE SCHOOL PRIMARY SCHOOL ENROLLMENTS BY SEX AND GRADE 

1970-1976 



CNJ 


00 00 

<7N 

ON 

o 



O CO 


>-H 

O 

00 







VO 



VO 00 

n 

CO 

in 

o 


h' 00 

o 



VO 


in 

>0" 


O 

in 


o 


O CO 

1—1 

o 

CON 

vo 


I—1 CM 

rH 

o 

00 




• 

• 


• 

o^ 

9‘ 


rv 

rk 


9 

9 


9k 9t 

9k 

9k 

9| 

9 


o 

CUN 

CUN 

o 

CUN 

I— 1 

cn 


UO ^ 

<!■ 


CO 

1—1 


m <t 

vJ- 

Mt 

CO 

i-H 


m 



in 









CM 






CM 








VO 


CJN CO 

CO 


CM 

CON 


o in 

n>. 


iH 








m 

m 


i-H 

00 

<1- 


VO 


CM in 

CM 

<}• 

<!■ 

00 


in 

o 

CO 

vo 

i-H 


o 


r- o 

00 

00 

vo 

rH 


NO rH 

CON 

vo 

in 

00 







OV 





A 

9 

9 


9k 9k 

9k 

9k 

9 

9 


CUN 

rH 

o 

00 

CUN 

r-H 

o 


<!■ 

CO 

CO 

CO 

O 



CO 

CO 

CO 

CUN 


<!• 

in 

in 










CM 






rH 








CM 


<!■ 

CON 

o 

rH 

iH 


CO in 

CM 

<!• 

h'. 

iH 








VO 


rH 00 

vo 

CM 

vo 

in 


o 00 

00 

CM 

iH 

|H 


o 

o 

rH 

in 

00 


m 


<J- 00 

m 

m 

m 

CON 


CM 00 

in 

■nI" 

m 

vo 


« 

• 

e 

• 

n 

OV 



9\ 


9k 

9 

9 


9k 9k 

9k 

9k 

9 

9 


CUN 

o 

o 

CUN 

CUN 




UO <t 

<!• 

•'d' 

•sf 

CO 


m -cf 




CO 


vt 

in 

in 










CM 






CM 










O 00 

in 

in 

CON 

r'- 


o n 

O 

rH 


O 







ro 

1^ 


vO C3N 


CM 

lO 

rH 


o vo 

CM 

CM 

ON 

O 






vt 


ON 


ON vo 

CM 

t-H 

CM 

CO 


CJN -ct 

CM 

o 

ON 

vo 







ON 




9S 


9 

9 


9 k 9k 

«k 

9 k 

9 

9 


CUN 

oo 

CUN 

CUN 

00 

i-< 

CO 



Mt 


•vt 

CM 





CO 

fH 


<»• 


<}• 


<!■ 


'd' 






CM 






CM 








CM 


r>* 00 


•vt 

CON 

m 


VO CO 

VO 

'Cf 

00 








CN 

C30 


00 

CON 

in 

I—1 

o 


r-H CM 

CM 


vo 



vj- 

rH 

in 

o 

CO 




vo 

vo 

<t 


o 


m VO 

<}• 

CTN 

CJN 

Mj" 







ON 

r 




9k 

o 

9 


9k 9k 


9K 

9 

9 


CUN 

CUN 

00 




VO 


m <)■ 

<!■ 





in <)■ 


CO 

CO 

CM 


•vf- 


<}• 

<!■ 

<!■ 


<1- 






CM 






CM 








VO 


7—i 

vo 

CO 

CON 

VO 


00 C3N 

00 

in>. 

00 

O 







1—1 

rH 


CM C7N 

O 

<!■ 

CO 

o 


CO ir^ 

CM 


00 

iH 


CM 

00 

CUN 

vo 

O 


CM 


vo 


<!• 

o 

vo 


CM m 

CO 

00 

in 

vo 







ON 

r 



rk 

9k 

r 

9 


9K 9k 

9k 

9k 

9 

9 


00 

00 


vo 


l~-| 

ir, 


in <)• 

<1" 


•vt" 

CO 


in <!• 


CO 

CO 

i-H 



<!• 

<!• 

<t 

<}• 


Mj- 






CM 






CM 








vO 


O CM 



CO 

CO 


CM 

C3N 


00 

CO 







o 

CO 


I— 1 CM 

CM 

in 

in 

vo 


00 CO 

iH 

vo 

vo 

1^ 


CUN 

O 


VO 

00 

r'. 

00 


CO vo 

in 

CM 

o 



O Ht 

I—1 

00 

in 

o 


• 

• 

• 

• 


ON 

» 


rk A 

rk 

9k 


9 


9k 9k 

9k 

9k 

9 

9 


00 

CUN 



vo 

!—t 

CO 


m 

<!• 

<1- 

<!■ 

CM 


in < 1 - 


CO 

CO 

rH 


<!■ 

<1- 





<!■ 






CM 






CM 





















S 




















o 




















CO 




















w 














CO 






c 








m 






rH 






•H 













iH 

M 





rH 








O 

O 





CO 

•H 





cO 

CO 







O 

CQ 





XI 

o 





XJ 

rH 







x: 






O 






o 

u 







o 

1 





H 

1 





H 

•H 







CO 













o 








1—1 






iH 












' 

OJ 

O 






o 






4H 







+J 

o 






o 






O 







CO 

si 






s 













> 

o 






o 






QJ 







•H 

CO 

r-H CM 

CO 


in 


CO 

i-H CM 

CO 

'Ct 

in 


OC 

rH 

CM 

CO 


in 















CO 







PM 

0) 

oi a) 

QJ 

cu 

<u 


Q) 

QJ QJ 

cu 

QJ 

QJ 


XI 

• • 

QJ 

QJ 

QJ 

QJ 

0) 



X) 

TO "O 

TO 

XI 

XI 


XI 

XJ XJ 

X) 

XU 

X 


C 

QJ 

X 

X 

X 

X 

X 


rH 

CO 

CO CO 

CO 

CO 

CO 


CO 

cQ 

CQ 

CO 

CO 


QJ 

X 

CO 

CO 

CO 

CO 

CO 


CO 

> 

U M 

S-i 


X 


> 

5-1 5-1 

5-1 

5-1 



O 

CO 

Ml 

Ml 

Ml 

5-1 

Ml 


XI 

•I-H 

O O 

O 

o 

O 


*H 

O O 

O 

O 

O 


5^ 

U 

O 

O 

O 

e> 

O 


o 







5-1 






QJ 

o 







H 







CM 






PM 







Source; Ministry of Education, DPE 

























TOTAL INTERMEDIATE ENROLLMENTS 
1970-1978 



VO 

II 

00 

uo 

<|- 

<1- 

VO 

II 

O 


VO 

1^ 

o 

II 

00 

CM 

iH 


as 

00 


II 

<1- 

00 

VO 

00 


II 

• 

• 

« 

• 

% 

II 







as 

II 

CM 

00 

OV 

00 


II 


CM 


CM 

o 

II 



o 

r'. 

o 

o^ 


II 


#s 


r 

#\ 

II 

VO 

fH 


iH 

o 

II 



CM 



rH 

m 

II 

I-1 

<1- 

UO 

II 





fH 

II 







OV 

II 

00 

CM 

iH 

CM 

CJV 

II 






II 








II 

rH 




|H 

II 






II 








II 






II 






II 








II 






II 






II 








II 






II 






II 







VO 

II 

VO 

UO 

ov 

VO 

VO 

II 

oo 



VO 

o 

li 

as 

CM 

00 

<!■ 

as 


t-H 

II 

00 

CM 

00 

VO 

fH 

II 

« 

• 

• 

« 

0 

II 

• 

• 

• 

• 

• 

1^ 


II 

00 


ov 

VO 


II 


iH 


00 

o 

II 

uo 


OO 


o 

o^ 


II 

rv 

#v 




II 

VO 

r-l 


rH 

o 

II 







rH 

II 

CM 

o 

CO s± 

1 — 1 

II 





iH 

II 







00 

II 

CM 

CM 

iH 

CM 

00 

II 






II 







rH 

II 

|H 




I—1 

II 






II 








II 






II 






II 








II 






II 






II 








II 






II 






II 







00 

II 

VO 



rH 

00 

II 

uo 

VO 

VO 

00 

o 

II 

VO 

CM 



Os 

VO 

rH 

II 

CM 

uo 

00 

uo 

fH 

II 


■J 

« 

« 

3 

II 

•3 

» 

« 

• 

• 


iTl 

II 

fH 

as 

ov 

<!• 

uo 

II 

VO 

iH 


<)■ 

o 

II 

VO 


iH 

uo 

VO 

Ov 


II 






II 

VO 

iH 


fH 

o 

II 



|H 



1 — 1 

iH 

II 


as 

CM ^ 

*—I 

II 





|H 

II 








II 

fH 

iH 

iH 

CM 


II 






II 




1 



tH 

II 

^H 




iH 

II 






II 








II 






II 






II 








II 






II 






II 








II 






II 






II 







CNJ 

II 


00 

oo 

as 

CM 

II 

fH 

tH 

VO 

CM 

o 

II 

as 

O 

CM 

o 

as 

lO 

iH 

II 

CO 

CO 

VO 


iH 

II 

« 


3 

• 

« 

II 

• 

• 

• 

o 

4 


as 

II 


00 


00 

C3V 

II 

VO 

iH 

00 


o 

II 

tH 

CM 

CM 

uo 

fH 

os 


II 

rs 



r 

rv 

II 

VO 

rH 


1—1 

o 

II 



CM 


rH 

I—1 

o 

II 

VO 


oo 

CM 

o 

II 





rH 

II 







VO 

II 

o 

1 — 1 

tH 

CM 

VO 

II 






II 





1 


iH 

II 

I-l 




fH 

11 






II 








II 






II 






II 








II 






II 






li 








II 






11 






II 







m 

II 

uo 

00 

00 

uo 

II 

O 

CM 

oo 

<1- 

as 

II 

CJv 

Os 

UO 

o 

VO 

<!• 

VO 

II 

iH 

00 

o 

UO 

VO 

II 

« 


« 

• 

<3 

II 

• 

« 

A 

• 

4 


OV 

II 

00 

uo 

iH 

CO 

as 

II 

VO 

as 

00 

VO 

as 

II 

VO 


VO 

CM 

UO 

ov 


II 




#■ 

fs 

II 

VO 



fH 

as 

II 






I—1 


II 



00 

m 


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Source: Ministry of Education, DPE 













INTERMEDIATE PUPIL ENROLLMENT BY SEX AND GRADE - URBAN PUBLIC 
WITH PERCENTAGE OF GIRLS IN EACH GRADE I 97 O-I 976 



VD 

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Source: Ministry of Education, DPE 












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Source: Ministry of Education, DPE 











TABLE No. 15 
MEC 

INTERMEDIATE PUPIL ENROLLMENT BY SEX AND GRADE - DECENTRALIZED 
WITH PERCENTAGE OF GIRLS IN EACH GRADE I 97 O-I 976 


VO 

p 

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u 


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d) 

13 

d) 












TABLE No. 19 
MEC 

RURAL SECONDARY SCI^OOL ENROLLMENTS BY GRADE AND DISTRICT AND DEPARTMENT 

1979 


o 

EH 


t-:| 

S 

O 


CD 

CO 


CD 

o 

pq 


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g 

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CD 

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g 

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2 CD 

H i-q 

K 
M 
« CD 
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on 


CD 


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o 

pq 




<1 


EH 

0 


Eh 


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M 

i-q 

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CD 


pH 

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0 


pq 


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CD 

M 

CD 

M 

Q 



1-1 

us (D> 



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00 

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0 

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on 

0- 

us 

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r-f 

on 

00 

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us 

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VO 






1 —1 1 —1 



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1 —1 

rH 

1 —1 rH 

CM 



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0 

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Source: Ministry of Education, DPE 































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TABLE No. 25 
MEG 

DISTRIBUTION OF EDUCABLE POPULATION BY AGE-GROUP TO 1978 WITH PROJECTION TO 1985 

URBAN AND RURAL 
1974-1985 


Total-Urban 

Total-Rural 



1974 

1975 

1976 

1977 

1978 

1979 

1980 

1981 

1982 

1983 

1984 

1985 

Total Urban & Rural 

4,445,699 

4,546,156 

4,647,816 

4,752,506 

4,860,576 U 

^971,720 

5,086,028 f 

i,203,614 

5,324,584 

5,449,052 

5,577,138 

5,708,967 

Total Urban 

Total Rural 

2,240,200 

2,205,499 

2,290,802 

2,255,354 

2,341,992 

2,305,824 

2,394,711 

2,357,795 

2,449,136 2,505,112 
2,411,440 2,466,608 

2,562,682 2 
2,523,349 2 

!,621,904 
1,581,710 

2,682,835 

2,641,749 

2,745,529 

2,703,523 

2,810,048 

2,767,090 

2,876,455 

2,832,512 

Age-Less than 4 

Total 

568,938 

581,899 

595,292 

608,906 

622,978 

637,446 

652,320 

667,616 

683,349 

699,532 

716,180 

733,310 

Total-Urban 

Total-Rural 

275,582 

293,356 

281,860 

300,039 

288,347 

306,945 

294,941 

313,965 

301,757 

321,221 

308,766 

328,680 

315,970 

336,350 

323,379 

344,237 

331,000 

352,349 

338,839 

360,693 

346,902 

369,278 

355,200 

378,110 

Ages 4-5 

Total 

270,440 

276,340 

282,442 

288,627 

295,025 

301,599 

308,355 

315,301 

322,441 

329,783 

337,333 

345,098 

Total-Urban 

Total-Rural 

129,886 

140,554 

132,720 

143,620 

135,651 

146,791 

138,621 

150,006 

141,694 

153,331 

144,851 

156,748 

148,096 

160,259 

151,432 

163,869 

154,861 

167,580 

158,387 

171,396 

162,014 

175,319 

165,743 

179,355 

Ages 6-11 

Total 

692,106 

708,182 

724,717 

741,669 

759,109 

777,034 

795,458 

814,396 

833,866 

853,884 

874,468 

895,636 


332,842 

359,264 


340,572 

367,610 


348,525 

376,192 


356,677 

384,992 


365,064 

394,045 


373,685 

403,349 


382,545 

412,913 


391,652 

422,744 


401,015 

432,851 


410,642 

443,242 


420,541 

453,927 


430,721 

464,915 


Ages 12-15 


Total 

Total-Urban 

Total-Rural 


409,278 


421,357 


433,875 


446,706 


459,991 


473,713 


487,882 


502,515 


517,627 


533,235 


549,357 


204,627 210,667 216,925 
204,651 210,690 216,950 


223,340 

223,366 


229,982 

230,009 


236,843 243,927 251,243 


236,870 


243,955 


251,272 


258,799 

258,828 


566,012 


266,602 274,663 282,990 

266,633 274,694 283,022 


Ases 16-20 


Total 

Total-Urban 

Total-Rural 


465,038 


243,752 

221,286 


474,890 485,068 


495,454 


506,186 517,234 528,608 


540,322 


522,386 


564,815 


577,619 


248,916 

225,974 


254,251 

230,817 


259,695 

235,759 


265,320 271,111 


240,866 


246,123 


277,073 

251,535 


283,212 

257,110 


289,536 

262,850 


296,051 

268,764 


302,762 

274,857 


590,817 


309,680 

281,137 


Source; Ministry of Education, DPE 
























































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TABLE Wo. 26 
MEC 

DISTRIBUTION OF EDUCABLE POPULATION BY AGE GROUP WITH PROJECTION TO 1985 (CONT'D) 

URBAN AND RURAL 
1974-1985 



1974 

1975 

1976 

1977 

1978 

1979 

1980 

1981 

1982 

1983 

1984 

1985 

Ages 21-24 

Total 

298,936 

306,932 

315,218 

323,719 

332,533 

341,641 

351,054 

360,784 

370.844 

381,249 

392,010 

403,141 

Total-Urban 

Total-Rural 

161,482 

137,454 

165,802 

141,130 

170,278 

144,940 

174,870 

148,849 

179,631 

152,902 

184,552 

157,089 

189,636 
161,418 

194.892 

165.892 

200,326 

170,518 

205,947 

175,302 

211,760 

180,250 

217,773 

185,368 

Ages 25-29 

Total 

331,101 

337,367 

343,839 

350,445 

357,269 

364,292 

371,523 

378,967 

386,634 

394,531 

402,667 

411,050 

Total-Urban 

Total-Rural 

175,927 

155,174 

179,256 

158,111 

182,695 

161,144 

186,205 

164,240 

189,831 

167,348 

193,562 

170,730 

197,405 

174,118 

201,359 

177,608 

205,433 

181,201 

209,630 

184,901 

213,952 

188,715 

218,407 

192,643 

Ages 30 and over 

Total 

1,409,862 

1,439,189 1 

^7,365 

1,496,980 

1,527,485 J 

L,558,761 

1,590,828 1, 

,623,713 1 

,657,437 

1,692,023 

1,727,504 

1,763,967 

Total-Urban 

Total-Rural 

716,102 

693,760 

731,009 

708,180 

745,320 

722,045 

760,362 

736,618 

775,857 

751,628 

791,742" 

767,019 

808,030 

782,798 

824,735 

798,978 

841,865 

815,572 

859,431 

832,592 

877,454 

850,050 

895,941 

867,962 

























































TABLE No. 27 

SCHOOL AGE POPULATION-URBAN AND RURAL 
1974-1978 




1974 

1975 

1976 

1977 

1978* 

Total 

Total 

Urban 

Rural 

911,107 

925,755 

932,875 

947,894 

955,352 

970,750 

978,333 

994,123 

1,002,060 

1,018,251 


Total 

1,836,862 

1,880,769 

1,926,102 

1,972,456 

2,020,311 

Total 

Total 

Urban Preschool 

Rural Preschool 

129,886 

140,554 

132,720 

143,620 

135,651 

146,791 

138,621 

150,006 

141,694 

153,331 


Total 

270,440 

276,340 

282,442 

288,627 

295,025 

Total 

Total 

Urban Primary 

Rural Primary 

332,842 

359,264 

340,572 

367,610 

348,525 

376,192 

356,677 

384,992 

365,064 

394,045 


Total 

692,106 

708,182 

724,717 

741,669 

759,109 

Total 

Total 

Urban Intermediate 
Rural Intermediate 

204,627 

204,651 

210,667 

210,690 

216,925 

216,950 

223,340 

223,366 

229,982 

230,009 


Total 

409,278 

421,357 

433,875 

446,706 

459,991 

Total Urban Secondary 
(Humanities) 

243,752 

248,916 

254,251 

259,695 

265,320 

Total 

Rural Secondary 

221,286 

225,974 

230,817 

235,759 

240,866 

(Humanities) 







Total 

465,038 

474,890 

485,068 

495,454 

506,186 


* Estimated 


Source: Ministry of Education, DPE 























TABLE No 28 

OUT OF SCHOOL SCHOOL-AGE POPULATION 
URBAN AND RURAL 
1974-1978 





O CO 



1—1 


vO 

I-H LO 


IT) vO 


O vj- 

r-C VO 

00 

CM LO 


' ' 

CO O CO 


' ^ CM 


CM CO CM 

> 

ON 

C30 


O 00 

O CO 

rH 

r—1 O 0^ 


O CO CO 

CM CO <t- 


o VO m 


CO 

O CT 










CM 





VO CTV 


CO VO 


CO CO 

in vo 


CM 1-) (X) 


CO vO CJv 

<1- CM CO 


I—1 cNi m 


CO O CTv 


CT\ 

•v \ 


\ ^ 

CM CO O 

1 — 1 

<f CM O 


CO 1-1 o 

O m 


<3^ O vO 


'' O <f 

CTv O 


<Ti vO 


C3V 

t > 





*— 1 





CM CO 


O LO O 


CM CO 

O n- 

vO 

m CO 


m C3V UT) 

—C r-H CT 




CO o LO 

' ' 'T 

o^ 

^ ■> —^ 



VO —1 

r™l 

O LT) VO 


LO vO CO 

CM —1 CM 


^ <T> 


UO 1 — 1 

CT o m 


C3V uo 


CTV <J- 






“C f—C 





CT vO 


VO CM 


m o 

VO VO <t 


C7V CM CO 



CT CO 


CO O 


CO CTv 

\ f\ 

o^ 

n ^ 1 — 1 


% ^ 

O CM CO 


vO VO 


CM vO LO 

CO i—c m 


CO 


CO CM <J- 

CO o 


cTv m 


CTv <t 

» A 





^ i-H 





CM CT 





vO O 


m Lo 


>■ <t 

CO CT VO 


m o CO 


O O CO 

•» 1 


r>. o 


T-< (TV LO 

vo m 

a\ 

^ CM 


% \ 

CO O <1- 

I—1 

lO CM VO 


f-H CO VO 

CO o m 


CM CO 


1 CM 

^ n 


cTi m 


CTV <}■ 

r—i 


c 

o 

C -H 

O 4J 

•H CO 



c 

4-1 



c 


—1 


d 




o 

CO 



o 


d 


o 




•I-C 




•H 

—4 

PX 


•iH 




4-1 




44 

o 

o 


44 

o 



CO 

Ou 



CO 

o 

PX) 


CO 

o 



1—4 

o 




s 



-4 

X! 



d 

pi) 



d 

J 


c 

d 

o 



cu 


o 


PX. 

CO 

o 

CO 

eu 

CO 

O 


o 


o 


o 

1 

o 

-O 

o 

1 

O 


pi) 

o 

s 


P4 

>44 

s 

i4 

P4 

144 

X 


o 

J 



o 

J 

d) 


o 

o 


CU 

s 

CO 


cu 

1 

CO 


CU 

1 

CO 


bO 

J 

1 

d 

bO 

44 

) 


bO 

44 

1 

CO 

< 

CO 

44 

CO 

< 

d 

IH 

d 

< 

d 

44 

M 

i 

1 

o 

-Q 

1 

o 

o 

CO 

1 

o 

O 

d 

1-4 

144 

1 



1 

1 


-4 


t 

pcj 

o 

o 

44 

d3 

o 

1—c 

44 

-4 

o 


+J 

o 

1 

d 


o 

CO 

d 

CO 

o 

CO 

d 


Si 

4-4 

o 


s 

44 

o 

>4 

-d 

44 

o 


o 

d 



J 

o 


d 

o 

O 



CO 

o 

6^ 


CO 

H 



CO 

H 



Source. Ministry of Education, DPE 

















TABLE No 29 
OUT OF SCHOOL 

PRE-PRIMARY SCHOOL AGE POPULATION -RURAL AND URBAN 

1974-1978 




m 







CM 






uo 





00 

CO 

NO 


to 



< 3 N 


0 


CO 




CM 

X 



UO 


cn 

ro 





NO 


I-C 


LTl 




0 

ct 



0 

ON 















-> 





i-H 

I'O 



C 3 N 



—1 




00 




m 

00 



<)• 


m 

CM 







ON 


NO 




CJN 

I-C 





I—1 

1 —1 





1—H 








CM 

CM 





NO 

<!■ 





r —1 


0 






X 

•<r 





0 

CM 


00 



CM 




m 




CM 

X 



I-C 


0 

CO 


00 



NO 


0 






X 

CO 



CO 

ON 

n 



. 





A 






> 






0 

CO 


00 



00 


ON 


I-c 




00 




m 


m 






CO 


C 7 N 






CO 

I-c 



p- 


r —1 

r —1 





r —1 








CM 

CM 






1^ 


0 



r-C 


00 






CM 

C 3 N 




NO 

ON 

ON 


0 



to 


I-C 


0 





0 



X 


1 ^ 






NO 


uo 


I-c 




<!• 

CO 



m 

ON 

v^ 



0 

















NO 

NO 


0 



m 


0 






CM 




p^ 


vf 

<!■ 


rH 



CO 


0 


0- 




00 

< 1 " 



00 


f—( 

i-C 





I-c 








CM 

CM 





0 

0 


0 



0 








0 





m 

CN| 

CM 


0 



CM 


CO 


co 





m 



00 


NO 

NO 







Ct 


< 1 - 




CO 

0 



X 

ON 


.% 


0 





> 






»« 

> 




1^ 

CO 

CO 


0 



CM 




NO 




X 

10 



00 








CO 


0 


r- 




P'. 




CO 


I —1 






I-C 








CM 

CM 











NO 


m 






0 

CM 




<!■ 

m 



c» 



00 


CO 


NO 




< 1 " 

CO 



CJN 


m 



. 



00 


0 


m 








0 

ON 




CO 



■\ 


\ 






. 





1^ 

0 

CO 





C 3 N 


CM 


00 




0 

X 



X 


<}■ 

0 





CM 


0 







0 








■Cl 



i—C 


1—C 






CM 

CM 








0 




















0 









c 











w 







CO 


CO 





CO 






rH 




c 



I-C 


X 


d 



I-c 



c 



•H 




0 



•H 


Cl 


0 



■iC 



0 



PC 




•iC 



(X 


X 


•iC 



Pc 



•H 

r-C 


0 




■u 

I-C 


D 




X 



d 



4 -J 

0 


P-l 




CO 

0 


Pc 


TO 


CO 

0 


Pc 



>N Cfl 

0 





kO 

0 




c 

^ I-c 

0 





M r —1 

Xl 





Cl 

0 

-C 




CO 

Cl 

d 

X 


>N 



CT 3 0 

0 


Cl 



CO 

PC 

o 


Cl 



CO 

pc 

0 


Pc 



E (X 

CO 


CO 



E 

0 

CO 


CO 


—1 

E 

0 

CO 


CO 



•H 0 



E 



•H 

Pc 

1 


E 

0 

CO 

*rH 

Pc 

1 


E 

0 


Cl PC 

NCI 

>N 

•H 



Cl 


NM 

Jo 

•rC 

0 

u 

Cl 


NM 


•rH 

0 


Pli 

0 

Cl 

Cl 



PC 

OJ 

0 

Cl 

Cl 

x; 

0 

Pc 

(U 

0 

Jc 

X 

X 


1 (U 


CO 

Pc 

0 


1 

00 

1 

CO 

Pc 

0 

Pi 

1 

00 

1 

CO 

Pc 

0 


cu 00 

•Cl 

E 

1 

0 


(U 

<c 

■M 

E 

1 

CO 

1 

<u 

< 

X 

E 

1 

CO 


C < 

d 

•H 

(U 

M 


Cl 

1 

0 

•rH 

0) 

1 

TO 

>c 

1 

d 

•H 

0) 

1 


f-H 

PC 1 

0 

Cl 

Cl 

vj 

c 

Pc 

I-c 

0 

Cl 

Cl 

cc 

<u 

PC 

—1 

0 

U 

X 

MC 


CO 

r-t 

1 

PC 

PC 

CO 

CO 


0 


Pc 

Pc 

0 

d 


0 


Pc 

X 

0 


Cl 

i-c 0 


1 



-Q 

r-C 

0 

1 —c 

1 


1 

•rH 

rC 

0 


1 


1 


0 

CO 0 

CO 

<u 

NW 

4 C 

Cl 

CO 

Xi 

CO 

(U 

NCI 

•l-l 

X 

CO 

X 

CO 

0) 

4 C 

X 



•Cl XI 

•Cl 

Cl 

0 

0 

13 

•u 

nJ 

•u 

Cl 

0 

0 

E 

X 

0 

X 

>c 

0 

d 


0 0 

0 

p-l 




0 

CO 

0 

PC 


0 

0 

0 

CO 

0 

Pc 


0 


H cn 

H 





H 


H 




0 

H 


H 


6^ 



Source. Ministry of Education^ DPE 

















TABLE No 30 

OUT-OF-SCHOOL PRIMARY SCHOOL-AGE POPULATION 

19/4-1978 



LO 

CO 





00 

<}■ 

00 




VO 


o 

CO 




o 

CTn 

A 

IS 

CJv 



fi 

1—1 


00 




LO 


as 

CO 




VO 


fO 





CO 


cs 

00 

UO 



fp. 


as 

lO 

CO 





as 

lO 




VO 

C^ 

A 

n 

CM 



A 

rH 


Pv 

1— 1 



VO 


00 

<!• 




UO 


CO 





CO 


CM 

(JV 




UO 

VO 

as 

CO 

<(• 



CM 


i-H 

CO 

CJV 



UO 

as 

A 





A 

i-H 

VO 

CM 

LO 



00 



CM 






CO 





CO 


o 

CM 




CM 

VO 

rH 

lO 

00 



UO 

rr» 

VO 

I— 1 




UO 

as 


n 

VO 



A 


P^ 

lO 




O 


VO 

CM 






CO 





CO 


'3' 

CTi 




CM 


VO 

p^ 

■M 



pj- 


Csj 

vO 

or 



00 



•x 


( . 


A 

rH 

OV 

rH 

00 



CM 


lO 

CO 




CO 


CO 





CO 










Cl 







CO 






0) 

6 




CU 


00 

•H 




00 


< 

Cl 




< 


1 

PM 




1 







rH 


o 

"H 

cn 



O 


o 

o 

fH 



o 


J3 

o 

•r4 



J3 


o 

-d 

CM 



o 


CO 

o 

d 



CO 



CO 

PM 

o 




>> 

1 


o 




Cl 

C4-I 

JO 


Cl 


CO C 

O 

Cl 

o 


CO 


B O 

1 

CO 

CO 


B 


*H *1^ 

4-1 

B 

1 


•H 


f—1 

Cl 4-1 

d 

•H 

VM 

d 

Cl 


CO 

(1| CO 

o 

Cl 

o 

cO 

PM 


Cl 

1—1 


PM 

1 

JO 



d 

--I d 

tH 


4J 

Cl 

^H 


od 

cO CM 

CO 

c+M 

d 

D 

CO 


4J O 

4J 

O 

o 


4J 


O PM 

o 




o 


H 

H 

5^ 



H 


Cp 




as 


O 



CO 

CM 



o 


CM 

CM 


CO 

rH 



iH 


CO 

C3V 


■1 




A 


A 



VO 

o 



C?v 


UO 

C3V 


CO 

iH 



UO 


r^ 







pp 





CO 




CTv 


rH 



o 

o 



VO 


VO 

00 


00 

o 



VO 


CO 

rH 


A 




A 


-\ 



CM 

CM 





O 

CM 


<)■ 

iH 



pf 


as 







pp 





VO 




pp 


UO 



00 

UO 



iH 


CM 

UO 


CM 

00 



P- 


VO 

p^ 


A 






A 



00 

CO 



rO" 


o 

<3V 



iH 



CM 


pp 







rp 









CM 


CTv 



CM 

CM 



VO 


pp 

UO 


CM 

CM 



iH 


CO 

CO 


A 




r\ 


A 



UO 

VO 



00 


O 

rH 


UO 

iH 



o 


00 

iH 











CO 




VO 


CM 



ov 

P^ 



O 


P^ 

o 


pf 

VO 



rH 


rH 

VO 


A 






A 



UO 

VO 



CM 


pP 

CM 


UO 

iH 



CTv 


00 

iH 






VO 





Po 






to 


Cl 






Cl 


CO 






CO 


6 



d 

cu 


6 


•H 



CO 

00 


•H 


Cl 



-Q 

< 


Cl 


PM 



Cl 

1 


PM 





d) 

iH 




1^ 

CO 



o 


1—1 

CO 

O 

iH 



o 


O 

rH 

o 

•H 


d 

J3 


o 

*H 

J3 

PM 


cO 

o 


J3 

a 

O 

d 

1^ 


CO 


O 

d 

rH 

CO 

PM 

o 

tH 



CO 

PM 

o 

1 


O 

CO 



1 


o 

LM 

Po 

J3 

Cl 

Cl 

d 

4H 

to 

J3 

O 

Cl 

vJ 

d 

CO 

o 

O 

Cl 

o 

1 

CO 

CO 

pc! 

B 

•H 

1 

CO 

CO 

4J 

B 

1 


•H 

4J 

4J 

B 

1 

d 


14H 

TJ 

Cl 

CO 

d 

•H 

44 

o 

Cl 

O 

CD 

PM 

rH 

o 

Cl 

O 


PM 

1 

d 


d 


PM 1 

—4 


4-1 

•H 

^-1 

CM 

rH 


4-1 

CO 

44 

d 

J3 

CO 

O 

CO 

c+M 

d 

4-1 

O 

o 

6 

4J 

PM 

4J 

O 

o 

O 



o 

O 


o 


H 

6p 


o 

H 


H 

•PwO 


c 

o 

•l-l 

4-1 

ct 

rH 

13 

a. 

o 

PM 


Source. Ministry of Education, DPE 















TABLE No. 31 

OUT-OF-SCHOOL INTERMEDIATE SCHOOL-AGE POPULATION-RURAL AND URBAN 

1974-1978 


■a 

OV 



CM 

Os 


rH 

CO 


00 

o 

CM 

00 

00 

CO 

CO 

CT\ 

VO 

VO 


o 

rH 

rH 

as 


CT. 

as 

00 

O 

o^ 


.s 

• 



• 

r 


« 


o 

m 

as 

as 

00 

CM 

(Ti 

CO 

VO 


m 

o 

00 

CM 

C3V 

<!■ 

m 

o 

VO 


CN 

CM 


CM 




CO 



VO 

rH 


O 



VO 

LO 



VO 


CM 


ir» 

O 

o 

CTV 

VO 


CO 

VO 


CO 

as 

CM 


lO 

CTv 

cr. 



• 



• 


r 

• 


CO 

CM 

o 

CO 

o 

m 

VO 

CO 



CNJ 

o 

as 

CM 

o 



o 

VO 


CM 

CM 


CM 

rH 


<!■ 

CO 



o 

CO 


m 

CJV 


m 

CM 


VO 

m 

as 

o 

CM 

CTv 

00 


as 

O 


Os 

as 

00 

CTv 

C'. 

CO 

00 


rH 

Ov 



• 

0\ 


• 

rs 

r 

• 

i*H 

VO 

VO 

o 

VO 

CM 


CO 

as 

CT. 



<T> 

as 

rH 

O 

<!■ 

CO 

as 

VO 


CSI 

rH 


CM 

rH 



CM 



o 




O 


r'' 



LO 

cr> 

uo 

'd' 

VO 

CO 

00 

VO 

00 

rH 


VO 

00 

vn 

VO 

CM 


CO 

o 

LO 

ov 



• 



• 



. 


o 

CM 

rH 

o 

<t 

Ov 

rH 


o 



Os 

CJV 

1—1 

o 

<!■ 

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CTv 



CM 

rH 


CM 

rH 



CM 




CO 



CM 


00 

LO 


<!■ 

m 

VO 


CM 

rH 

CM 


C'' 

LO 


vO 

o 

00 

VO 

CO 

O 

CM 

CO 

as 

as 



« 

.V 


• 

n 


• 

rH 

<»■ 

o 

CM 


o 

CTv 

Ov 

o 

o 


o 

CJV 

Os 

O 

o 


O 

CTv 



CM 

rH 


CM 

rH 


<!■ 

CM 



I 










o 




cn 


d 





CO 





C 






o 




rH 


CO 


d 



rH 





o 






x: 




•iH 


X 


o 



•H 





•iH 






o 




o. 


Jh 


•H 



P- 





4J 




o 


CO 




d 


X 


X 



d 





CO 




o 




rH 


Ph 




CO 

1—1 


PL^ 




OJ 

rH 

o 



x: 


<u 


o 




Ta 

QJ 

rH 

o 






4-1 

0 

o 


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o 


4-1 


o 


0) 


d 

u 

d 

o 


CU 




CO 

a 

s: 


4-1 

CO 


CO 

d 

x: 


4J 


CO 

CO 

a 

X 


X 




•H 

o 

u 


CO 

1 


•iH 

o 

o 


CO 



•H 

o 

o 


CO 





Ph 

CO 

(U 

•iH 

IW 


TO 

•iH 

CO 

0) 

•iH 


i-H 

Ta 

Ph 

CO 

CU 

•H 

rH 



<U 


1 

4-) 

TO 

o 


<u 

4-1 

1 

4J 

na 

O 

CO 

CU 


1 

X 

na 

O 



e 

(U 

LH 

CO 

(1> 

1 


B 

CO 

UH 

CO 

(U 

o 

>H 

B 

<a 

X 

CO 

CU 

O 

Xl 


>H 

00 

O 

•H 

B 

■o 


}H 

rH 

o 

•H 

B 

x: 

d 

u 

00 

o 

•H 

g 

X 

CU 


0) 

< 

1 

T3 

u 

0 


(U 

d 

1 

'O 

u 

o 

pid 

0) 

< 

1 

na 

H 

o 

X 

1 — 1 

4-1 

1 

4J 

a) 

(U 

o 

d 

4J 

D. 

4-1 

cu 

0) 

CO 


X 

1 

X 

CU 

CU 

CO 

CO 

cfl 

c 


0 

g 

4-) 


CO 

d 

O 

d 

B 

4-> 


Ta 

d 

tH 

d 

g 

X 

MH 

6 

u 

M 

o 

o 

H 

c: 

CO 

x> 

M 

Ph 

O 


d 

LH 

QJ 

M 

o 

O 

H 

d 

•H 

0 


o 


(U 

M 

rH 

}H 




dl 

M 

o 

d 


o 


CU 

M 

O 

X 


rH 

x: 

rH 

4J 


•rl 


rH 

<U 

rH 

4-1 



•H 

rH 

X 

rH 

X 



CO 

CO 

o 

CO 

c 

<4H 

a 


CO 

W) 

CO 

d 

LH 

4-1 

X 

CO 

o 

CO 

d 

LH 

X 

W 


4J 

CO 

4-1 

M 

o 

0 


4J 

< 

4-1 

M 

o 

d 

6 

X 

CO 

X 

M 

o 

d 


o 


o 



pL. 


o 


o 



o 

o 

o 


o 



o 



H 


H 


6^ 



H 


H 




u 

H 


H 




■a 


Source: Ministry of Education, DPE 


















TABLE No. 32 

OUT-OF-SCHOOL SECONDARY (HUMANITIES) SCHOOL-AGE POPULATION-RURAL AND URBAN 

1974-1978 



VO 

u~l 


O 

VO 


VO 

I— 1 


00 

VO 

Ov 

O 

CN 

O 

O 

00 

o 

CO 


00 

VO 

?—1 

CO 


00 

»—1 


cr> 

o^ 


9\ 

• 


9 % 

• 



• 


o 

00 

Ov 

LO 

o 

VO 

VO 

<T> 

VO 



cn 

CTi 

vO 

to 

LO 

O 

00 



CNJ 

CN 


CN 



lO 

CO 



ov 

CO 


lO 

VO 


<1" 

CTv 



m 

C3V 

CN 

CTn 

VO 

<!■ 

lO 

LO 

1^ 



vO 

I—) 

VO 

(N 

CJv 

<}■ 

Os 

rH 




• 

A 


• 

9\ 

#v 

• 

1—1 

m 

CO 

CT\ 

CTV 

00 

o 

LO 

rH 

Os 


ro 

CO 

as 

lO 

LO 

VO 

OS 

CTV 



CN 

CN 


CN 

rH 



CO 




CN 


T—1 

LO 


00 



VO 


lO 

os 

lO 

CJv 

O 

VO 




00 

C3V 


CN 

Nf 


O 

'd' 

l-H 

Ov 



» 

0\ 


• 

e\ 


• 

1^ 

o 

00 

OS 



<!■ 

LO 

CO 

rH 


CO 

CN 

Os 

m 

VO 

VO 

00 

CJv 

00 


CN 

CN 


CN 




CO 



<)• 



VO 

Os 


o 

VO 


LO 


CJv 

O 

f—1 

'O 

I—1 

C3V 

<1- 

CN 


ov 

CO 

CO 

Os 

O 


00 


CN 

CTv 



• 

n 


• 



« 

l-H 

LO 

<t 

Ov 

00 

VO 

VO 


O 

CN 


CN 

CN 

<Ti 

'd' 

VO 

VO 

C'. 

CJv 

00 


CN 

CN 


CN 

rH 


<»■ 

CO 



VO 

OS 


CN 

Nf 


00 

CO 



00 

O 

00 

LO 

VO 

CO 

CO 


O 


CN 

CTs 

CO 


O 

r-H 

o 

C7V 

O 

CTn 



• 



» 

0>i 


• 

rH 

1^ 


o^ 

CO 

VO 

m 

lO 

LO 

CO 


CN 

l-H 

OS 

<!■ 

vO 


VO 

00 

00 


CN 

CN 


CN 



<!■ 

CO 



w 

pL, 

Q 


C 

O 




C 





1 






CO 

1 






X 



O 





r-H 






X 

1—1 






(xj 



•r4 



cn 


o 




CO 


H 

o 




CO 





4J 



1—1 


o 




1—1 


X 

o 




i-H 


X 



CO 

rH 


•r-l 


X 


1—1 


•H 



X 


rH 


•H 


o 



rH 

o 


(X 


o 


o 


PM 


X 

o 


o 


PM 





0 

o 


pi 


CO 


o 


d 


d 

CO 


o 


d 





PX 

x: 


PM 



d 

X 


P-i 


CO 


d 

X 


pL. 


Ml 



o 

o 



rH 


o 

o 



iH 



o 

o 




X 



PL. 

CO 



o 

Ml 

•H 

CO 



o 

i-H 

Ml 

•H 

CO 



rH 

CO 


CO 


1 



o 

CO 

4J 

1 


Ml 

o 

CO 

CO 

X 

1 


H 

o 

X 


XI 

OJ 

LH 


CO 

X 

X 

CO 

LH 


CD 

X 

H 

X 

CD 

LH 


CD 

o 

d 


c 

00 

o 


X 

o 

c 

rH 

o 


X 

o 

d 

d 

rH 

o 


X 

X 

•H 


o 

< 

1 

>-i 

c 

CO 

o 

d 

1 

Ml 

d 

CO 

Pi 

o 

d 

1 

Ml 

d 

o 



o 


4-1 

CO 

o 


o 

PJu 

X 

cO 

o 

1 


CJ 

PM 

X 

CO 

o 

CO 


f-H 

cu 

rH 

0 

X 

o 

LH d 

d) 

o 

d 

X 

o 

LH 

X 

0) 

O 

d 

X 

o 



CO 

CO 

o 

o 

C 

(U 

O CO 

CO 

PL. 

o 

d 

QJ 

o 

01 

CO 

P-i 

O 

d 

(U 

X 

• • 

J-l 


o 


O 

CO 

X 




o 

CO 

1 

d 


1 


o 

CO 

o 

d) 

0 

rH 

x: 

1—1 

u 


X H 

i“H 

d) 

rH 

o 


4J 

•H 

rH 

<u 

rH 

o 



U 

pc: 

CO 

o 

CO 

d) 

LM 

d X 

CO 

00 

CO 

QJ 

LH 

d 

X 

CO 

00 

CO 

<u 

X 

X 

H 

4-1 

c/3 

4-J 

CO 

o 

o 

•H 

< 

4J 

CO 

o 

o 

e 

X 

< 

X 

CO 

o 

d 

d 


o 


o 




o 


o 




o 

o 


o 



o 

o 


H 


H 


6^ 


H 


H 


— 0 


u 

H 


H 


^5 


CO 


4-) 

o 

















TABLE No. 33 
MEC 

ENROLLMENTS BY AREAS AND LEVELS-URBAN AND RURAL 

1974-1979 


■a 



CO 

Ov 

00 

VO 

lO 

VO 

00 

o^ 

CO 

o 

CM 

O 

CO 


CM 

VO 

|H 


CM 

ov 

VO 

VO 

o 

m 


'Ct 

tH 

o^ 



•V 

0S 




. 

0 

tH 

O 


o 

<7v 

VO 

rH 


i-H 

00 


LO 



CM 


iH 


CO 

«—< 










t—i 










I—1 

•a 

00 

OV 

00 

1—H 

00 

00 

CO 


CM 

00 

m 

00 

<N 

ON 


vt 

CM 


ON 

r'. 

m 

r^ 


r'. 

o 

m 

VO 

m 

00 

o^ 



0% 

0\ 

0% 



r 

r 


VO 

CO 

VO 

VO 

ct 



00 




00 

m 

rH 


iH 


CM 

C'. 



VO 

1^ 

t-H 





o 



CO 

00 

rH 

m 

UO 


00 

CO 

r'. 

r^ 

VO 

o 

rH 

ON 

rH 

CO 

tH 

m 

ON 


CM 

CO 

rH 


CM 

rH 

VO 

ON 

O 

C3N 

«% 

r 






r 

r 

rH 

1—1 

rH 

CO 

CO 

vt 

o 


m 

o 



m 


o 


rH 


CM 

rH 



VO 

rH 

rH 





O 










» 










l-H 

t 


CO 

CM 

CO 

rH 

ON 

00 

O 

o 

VO 

VO 

CO 

(3N 

00 

CM 

VO 

rH 

rH 


ON 


rH 

O 

O 

VO 

CM 

00 

VO 

m 

rH 

CTN 

A 

c\ 

«\ 

«\ 




r 

r 

rH 

lio 

'd' 


rH 

<1- 

o 


CO 

<!• 


CO 

m 

CO 

ON 


rH 


CM 

m 



VO 

rH 






ON 


VO 

CO 

o 



o 

in 


ON 

m 

00 

o 


<1" 


<3N 

m 

O 

C3N 


CM 

00 

CM 

<1- 


ON 

m 

'd' 

rH 

ON 

r 

.V 


#v 

A 

.V 


r 

r 

rH 

rH 

1^ 

vt 


CO 



o 

o 


CO 

CM 

CM 

00 




CM 

o 



VO 

rH 






ON 


00 


CO 

m 

VO 

rH 

00 

m 

CO 

<}• 

m 

CM 

o 

VO 

Ht 

o 

CM 

CO 

VO 


vO 

CO 

ON 

o 

CO 


m 

m 

o 

ON 

r 


r 


r\ 



» 


rH 

'Ct' 

00 

00 

ON 

CO 

o 


ON 

m 


VO 

VO 

rH 



1 — 1 


rH 

VO 



m 

rH 






00 


c 

o 


4-) 

cd 

o 

13 

X) 





W 




W 






Q) 

rH 









•H 

CO 



4-1 






4J 

o 



1^ 






•rl 

•H 



0 






p: 

c 


rH 

X 






CO 

X 

w 

CO 

< 






B 

o 

rH 

o 






<U 

0 

0) 

o 

•H 






4-) 

ffi 

H 

o 

d 

B 


X 



CO 

1 

1 

X 

X 

d) 

CO 

(U 



^rl 

to 

!0 

o 

o 

4J 

4-1 

X 

o 



tH 

Hi 

CO 

<u 

W 

o 

CO 

o 

to 

cu 

CO 

CO 


H 

to 

H 

B 

x: 

JH 

B 

X) 

X 

rH 


CO 


•rl 

o 

CO 

u 

p: 

C 

CO 

Hi 



4-1 

w 

B 

0) 

o 

o 

B 

<U 

CO 


CO 

0) 

•H 

4J 

o 

o 

Hi 

PH 

Hi 


w 

^H 

}H 

C 

(U 

<u 

O 

PH 

CO 



PL, 

PH 

M 

CO 

CO 

Z 

D 

PH 


■5^ 


Source: Ministry of Education, DPE 












Total Enrollments 

Total Enrollments 


TABLE No. 3^ 

MEC 

VARIAUQNS OF SCHOOL ENROLLMENTS DATA 

1970 1971 1972 1973 1974 1975 1976 1977 1978 

789,691 854,627 909,256 948,132 994,477 1,022,822 i_’2^J’839__iA36,829__i^206^258 


1979 


E^luding Private Education 695,541 757,034 8 o 6,039 851,010 ^ 388,920 _^27,322_ 


Total Enrollments as Listed 

in MEC Statistics Under 

Teacher-Pupil 'UrLan^ ' 

Ratios .and out-oi'-g.chool Rural 

Population Data 
Total Urban and Rural 


487,203 505,935 539,254 577,270 318,582* 

343,750 361,868 375,675 391,907 414,684 

830,953 867,803 914,929 969,177 1,033,266 


Data from Statistics 

Dealing -with Cost 

Per pupil 


865,063_ 900 ,i 99 __^_ 254 ^y 6 ^=irOio^ 022 _i^ 077 i 8 g|._^._^i^ii 8 ^ii 8 


Enrollments 
Rural and Urban 


650,055 706,489 754,082 797,657 834,299_371^250^^__919,198^_^_973^392^^1,037^344 


^Estimated 

Sources Ministry of Education, DPE 






















TABLE No 35 
MEC 




NUMBER 

OF TEACHERS 

- RURAL AND 

URBAN 




1974- 

1978 



1974 

1975 

1976 

1977 

1978 

TOTAL RURAL 

14,134 

15,938 

16,840 

18,431 

19,962 

TOTAL URBAN 

28,801 

30,775 

33,268 

35,589 

38,421 

TOTAL RURAL AND URBAN 

42,935 

46,713 

50,108 

54,020 

58,383 

7o OF TEACHERS - RURAL 

32 9 

34 1 

33 6 

34 1 

34 2 

% OF TEACHERS - urbaN 

67 1 

65 9 

66 4 

65 9 

65.8 

TOTAL 

100 0 

100 0 

100 0 

100 0 

100 0 

PERCENTAGE OF CHANGE 






OF NUMBER OF TEACHERS 






OVER PREVIOUS YEAR 






RURAL TEACHERS 

- 

12 8 

5 7 

9 4 

8 3 

URBAN TEACHERS 

- 

6 9 

8 1 

7 0 

7 9 

TOTAL 

, 

8 8 

7 3 

7 8 

8 1 


Source. Ministry of Education, DPE 















-1 II 

CO 

CJv 

CM 


II 


vo 

CM 

o 

II 

o 


rH 

O 




00 

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CJv 

CM 


CM 

CM II 

t 


« 


II 


« 

* 

t 





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m 


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II 


VD CM 


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II 

00 

CO 

00 

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0 

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m CM 


o 

II 




1—i 





CO II 

i-H 

r—( 

00 

VO 

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1—1 

II 









CO II 


CM 



CO II 





II 









II 





II 





II 









II 





II 





II 









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II 





II 









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II 





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II 





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CJv 

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o 

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o 

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o 

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CM 

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II 



> 






m II 



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m II 


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m 

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CTi 

o 

m 





m 

II 

uo 

CM 

VO 

CO 

II 




t 

II 



* 



PP 



1-- II 


i“H 


O 

II 

CO 

m r-H 

CT> 

o 

II 

vo 

VD 


m 


w 


CTv 

" II 



0s 

0 

0 11 


m CM 

1^ 

o 

II 






pQ 


I—1 

O II 



VO 

VO 

o II 





II 






§ 



CO II 


1 — 1 



•O II 





II 









II 





II 





II 









II 





II 





II 









II 





II 





II 









II 





II 





II 









II 





II 





II 









II 





II 





II 









II 





II 





II 









I—1 11 


CM 


m 

I— 1 II 

CM 

CO CM 

CO 

o 

II 









O II 


CM 

r-l 


o II 



t 


II 









00 II 

o^ 

CJV 


00 

00 II 

CO 

in 

o 

o 

II 








C7V 

II 



A 

0 

0 11 


m CM 

CM 

o 

II 

1 

1 

1 

1 





00 II 


lO 

VO 

m 

00 II 




t-H 

II 









<N II 





CM II 











00 

CM 


CM 

CO 


VO 

CO 


CM 

CO 


I 
















E9 

PP 




















>-< 



















z 

CO 












M 









CO 


















Pm 

O 

Ml 









CO 


CO 







O 

H 

<U 




CO 





<U 


pc; 








> 

pp 




cu 





•H 


w 





CO 


W 

PP 

o 




•H 





4-» 


pp 





(U 


O 


CO 




4J 





•H 


u 





•H 


'Z 

E 

(U 




•H 





c 


<■ 





4-1 




H 




JP 





CO 

B 







•H 

C 


PP 

u 

g 

>4-1 




CO 

B 





p) 







CO 




o 




d 





pc; 


Pm 





6 


Pm 

o 





PP 




OJ 



O 




<u 

d 


O 


Ml 



<U 





4-1 

1 






4-1 

PP 



CO 

(U 



4J 

1 




CO 



w 

I-] 



CO 



PP 

pp 


rH 


CO 



O 


•H 

>v 


o 


o 


•H 



O 


B 

o 


•H 

fn 


O 


TO 

Vj 


< 

> 

o 


X) 

S-i 


< 

§ 

d 

o 


X) 

Ml 



>v 

CU 

CO 


H 

w 

pp 

>> 

<u 

CO 

1-p 

H 

CLP 

:z 


>v 

cu 

CO 


o 


6 

X) 

< 

IZ 

l-p 

u 

u 

B 

TP 

< 


< 


o 

Ml 

6 

X) 


CO 

c\3 

Pi 

IP 

E-c 

w 


CO 

CO 

Ml 

c 

H 

PP 


f-M 

CO 

CO 

Ml 

d 

< 

< 

B 

<U 

O 

O 

CJ 

p: 

1 

6 

o 

O 

O 

CJ 

H 

CO 

1 

B 

<U 

o 

H 

0 

•H 

4J 

u 

H 

pi 

u 

<u 

•H 

4J 

o 

H 

pp 


4-1 

<u 

•H 

4-1 

u 

O 

S-l 


C 

0) 


w 

< 

S-l 

P4 

c 



w 

Pm 

o 

Ml 

Ml 

JP 

0) 

H 

PM 

PM 

M 

CO 


PM 

w 

Pm 

PM 

M 

CO 


PM 

O 

H 

Pm 

PM 

M 

CO 


Source: Ministry of Education, DPE 












oo 


o 

3 


< 


Pi 

I 




00 

u <y\ 

•< I—I 


ptH 

o 

Pi 

w 


I 

<!• 

ON 



CM 

II 

o 

<}• 00 

p'* 

II 











00 

VO 

II 

CO 

CO ON 

VO 

II 

00 

C-vl 

o 

o 

II 

CO 


rH 

iH 

VO 


CTN 

II 

CJN 

00 iH 

ON 

II 



0 


II 


1 




ON 


II 

1 •> 



II 

1 CTN 

CTN 

r—H 

o 

II 

00 


00 

tH 

CM 


CJN 

II 


I—i 

ON 

II 

00 



o 

II 




rH 



fH 

II 

fH 


fH 

II 




fH 

II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 







iH 

II 


1—1 CO 

fH 

II 





II 







CO 

II 

00 

uo CTN 

CO 

It 

o 

O 

o 

o 

II 



o 

00 

CO 


St 

II 

m 

vO 

'd' 

II 

• 

• 


« 

II 


1 


« 


CJN 


II 

1 »> 


rf 

II 

1 o 

CTN 

1^ 

o 

II 

CTN 


CTN 

CO 

VO 

rH 

00 

II 

VO 


00 

II 

CTN 



o 

11 




rH 

fH 


fH 

II 

I—1 


rH 

II 




1—1 

II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 







o 

II 

CO 

I—i vO 

o 

II 





II 






VO 

<1- 

II 

CM 

m VO 


II 

Mt 

VO 

o 

o 

II 



00 


UO 


00 

II 

CM 


00 

II 

• 




II 

I 

t 




ON 


II 

1 »> 



II 

• o 

00 

rH 

o 

II 

UO 


St 

uo 

00 


VO 

II 

UO 

1—^ 

VO 

II 

CTN 



o 

II 




fH 



fH 

II 

fH 


fH 

II 




T—1 

II 








II 




II 





II 








II 




II 





II 








II 




!! 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




II 





II 







00 

II 

1 — 1 

CO 

00 

II 




o 

II 






LO 

CO 

II 

CO 

uo uo 

CO 

!> 

CM 

CTN 

CTN 


II 

00 


CO 

CTN 

CO 


ON 

II 

UO 

CM rH 

ON 

11 




o 

II 


1 

f 

3 


CJN 


11 

1 •> 

c\ 

rf 

II 

1 fH 



o 

II 

CM 


o 

VO 

uo 

l-H 

uo 

II 



m 

II 

CTN 



*H 

II 

lH 


fH 

CO 

uo 



II 

1 — 1 


t — 1 

II 





II 





CM 



II 




II 





II 








II 




II 





II 








II 




II 





II 








II 




11 





II 








II 




(1 





II 








II 




II 





II 








II 




II 





II 







<1- 

II 

fH 

VO 

st 

II 

CM 

uo 

CO 

o 

11 






xd- 

CO 

II 

1^ 

I— 1 ^ 

CO 

II 


•- 

c* 


II 







r—1 

II 

fH 

CTs 

fH 

II 

1 CO 

VO 


o 

II 






CJN 


II 

1 


rf 

II 

CTN 



o 

II 

1 

1 

1 

1 

1 

rH 


II 

CO 


-d- 

II 




iH 

II 







r—1 

II 

fH 


fH 

II 





II 







12 






CO 


CO 





CO 





cu 


Pi 





cu 





•H 


w 





H 





4J 


X 





4J 





•H 







•rH 





c 


<fl 





p 





CO 


W 





p 





B 


H 





B 





P 







p 





X 


Pm 





PC 




(U 



O 




cu 





4J 

1 






4J 

1 


rH 


CO 



X 


fH 


CO 



o 


•H 

?o 


O 


o 


•H 

to 


o 


TT 

1-4 


<3 

> 

o 


T3 

u 




CU 

CO 

4-J 

Pm 


rC 


cu 

p 


o 

}-i 

B 

03 

< 


t-j 

o 

1-4 

B 

03 


CO 

CO 


P 

H 

W 


CO 

CO 

u 

p 

< 

1 

B 

(U 

O 

o 

o 

pc 

1 

B 

(U 

o 

H 

cu 

•rH 

w 

o 

H 

Pi 

u 

<u 

•rl 

4-1 

o 

O 



C 

cu 


w 

< 

>1 

u 

c 

p 

H 

Ph 

Ph 

M 

CO 


pL, 

w 

p-l 

pH 

M 

CO 


hJ 

< 

EH 

O 

H 


u 





p 




CO 

fp 




p 

o 




•H 

p 




4J 

p 




•ft 

H 




p 





p 

UM 




B 

o 




p 





PC 

u 



p 


p 



4J 

» 

fO 

rH 


p 


B 

o 


•H 

to 

p 

o 


03 

u 

p 

-p 


p 

p 



u 

6 

T) 

fH 

CO 

p 

u 

p 

p 

1 

B 

p 

o 

4-) 

Q) 

•H 

4-1 

o 

o 

u 

1-4 

p 

p 

H 

X 

pH 

M 

CO 


(U 

O 

P 

o 

CO 


Ministry of Education, DPE 








TABLE No. 38 

NUMBER OF TEACHERS BY DEPARTMENT-RURAL, URBAN AND COMBINED 

1975-1979 



CNJ 

CM 

<0- 


rx. 

xt 

0 

VO 

VO 

rH 

rH 

CM 


rx 

00 


0 

rH 

<y\ 

CO 

as 

CM 

t^ 

VO 


m 

LTV 

0 

tH 

iTl 

VO 

0 

as 

C3V 

0 

CM 

CM 


0 


00 

VO 


xCj- 

CM 


xCt 

VO 

■xt 

0 

Ov 

tx 

VO 

CO 

CO 

VO 

o^ 



C" 

9K 

9 

9 


9 

9 

A 

9 

9 

9t 

9 

9 

9s 

9 

9 


10 

00 

CO 

CO 

IT) 

as 

CO 

tn 

00 

CO 

VO 

0 

r-l 

CM 

■xt 


CO 

xt 




rH 









rH 








VO 

CO 

C3V 

00 

-a 

CM 

xCf 

00 

CM 

CM 

C7V 

rH 

a^ 

rH 

0 

0 

VO 

VO 

00 

VO 

'Ct' 

0 

CO 

CO 

rx 

m 

VO 

CM 

rx 

cr> 

rx 

CM 

0 

CO 

00 

CM 

0 


10 

'Ct 

0 

CO 

m 

00 

as 

as 

CTV 

CM 

rH 

xj- 

r^ 

fx 

■xt 

tH 

CM 

xt 

<y\ 

A 

9 

» 


<7 

9 

9k 

9 

9 

A 

9 

9 

9\ 

9 


A 

r 

9 

i-H 

<!• 

00 

CO 

CO 

m 

00 

CM 


rx 

CO 

VO 

as 


CM 

•xt 

tH 

CO 

xt 




rH 

















00 

<1- 

CM 

VO 

VO 

CM 

rH 

xi 

m 

CO 


xCt 

CM 

tx 

crv 

VO 

CO 

OV 



CM 


0 

CTv 

0 

m 

rx, 

CM 

xd’ 

VO 

0 


rH 

00 

CTn 

CM 

tH 


CN 


CO 

rH 

CM 

xd" 

rx 

rx 

to 

0 

CTv 

0 

VD 

VO 

CM 

0 

tH 

CM 



r 

(P 


0 

9 

9k 

9 

9 

A 

9 

<7 

9s 

9 

9 

A 

9 

9 

rH 

<1- 

00 

CM 

CO 

m 

00 

CM 

xj 

rx 

CO 

to 

Ov 


CM 

xt 

rH 

CO 





I —1 

















VO 

CM 

00 

cys 

00 


00 

x:t 

CM 

xCt 

x:t 

00 

<t 

CM 

VO 

10 

CM 

tx 

VO 

CNJ 

to 


00 

rH 

0 


0 

m 

0 

rx 

rx 

00 

to 

CO 

<t 

0 

xt 


0 

0 

0 

00 

0 

as 

VO 

as 

to 

CTv 

O' 

00 

CO 

10 

<Ti 

0 

rH 

rH 

<ys 

A 

9 

9 


0 


A 

9 

9 

A 

9 


9s 

9 

9 

A 

9 

9 

1—4 


00 

CM 

CM 

m 

rx 

CM 


rx 

CM 

to 

00 


CM 

CO 

rH 

CO 

xt 





















to 

0 

LO 

as 

Ox 

VO 

CM 

CN 

xCt 

iH 

vH 

CM 

0 

VO 

VO 

rH 

CM 

CO 

to 

0 

r —1 


CO 

uo 

as 

00 

00 

VO 

iH 

rx 

00 

1 ^ 

rH 

CM 

as 

xt 

CO 


Ov 

00 



rx 


m 

(x 

CO 

VO 

CO 

CTV 

CO 

xt 

tx 

as 

CTV 

ov 

Ov 

A 

9 

# 


9 

9 

A 

9 

9 

A 

9 

9 

9s 


9 


9 

9 

t—1 

CO 



CM 


rx 

CM 

•xt 

rx 

CM 

to 

rx 

1 -^ 

CM 

CO 


CM 

cn 





















CO 


CO 


cO 








rH 



4-1 



EH 



H 










CO 



0 









tH 




rH 



4-1 



H 



1 



1 



cO 




CO 



0 












4J 




4-1 



H 





tsJ 

rH 

10 

CO 



0 




0 






JO 



D 

CO 

CO 

u 



H 




H 



1 

rH 

c 

B 

tH 

C 

Em 

5m 

JO 

CO 











CO 

CO 

CO 

CO 

CO 

CJ 

03 

5m 

cn 



1 

4-1 

tH 

C 

N 1 

rH 

C 

•H 

5m 

JO 

JO 

5m 

JO 


Pi 

00 

•H 




c 

CO 

cO 

CO 

CO 

CO 

cn 

D 

u 

CO 

05 

5m 

CO 



D 

rH 

C 

0 

(U 

5-1 

JO 

PM 

5m 

Xi 

0 

Pi 

00 

JO 

Pi 

00 

4-1 

1 

1 

cr 

CO 

CO 

5m 

G 

0 

5-1 


05 

5m 

4J 

g 

0 

1 

1 

lO 



03 

Em 

JO 

05 

4-1 

pc5 

to 

CO 

pci 

00 

0 

. CO 

CO 

0 

N 

IM 

CO 

cO 

CO 

JO 

03 

5m 

5m 

t-l 


hJ 


Pm 

JO 

JO 

0 

05 

05 

cn 

0 

0 

CJ 

Pi 

00 

0 

CO 

1 

1 


1 

1 


B 

B 


5m 

5-i 


cO 

CO 





p. 







CO 

CO 


U 

U 


cn 

cn 


t 

1 


0 ) 

N 

N 


•H 

•H 


JO 

JO 





•H 

•H 





Q 

CO 

CO 


cn 

cn 


CO 

CO 


CO 

CO 


05 

05 


0 

0 




Pm 


0 

0 


JO 

JO 


4-1 

4-1 


cr 

cr 


5m 

5m 





4J 

4-4 


a 

0 


c 

JO 


05 

03 


05 

05 



CO 

CO 


0 

0 


0 

0 


CO 

CO 


JO 

JO 


5m 

5m 



h4 

i-J 


PM 

Pm 


u 

u 


ty3 

C/0 


a 

0 


0 

0 



Source: Ministry of Education, DPE 





























TABLA No. 39 

NUMBER OF TEACHERS BY DEPARTMENT-RURAL, URBAN AND COMBINED (CONT'D) 

1975-1979 



CM 

o 

CM 

Os 

p'. 

VO 

CO 

CT 

CM 

VO 

CTv 

m 

a^ 



m 

VO 

CM 

CTv 


as 


CM 

iH 

<1- 


CO 

CO 

VO 

CO 

iH 

<!• 

CO 

m 

CTV 

00 

CO 


cr. 



. 


r 

r 





r 

r 

1—1 

1^ 

CM 

CO 

rH 

CM 

CO 




iH 

P^ 

CTV 











CM 

CO 

m 


VO 



tH 

P^ 

00 

as 

iH 

o 

m 

o 

m 

CO 

i-H 

CTv 

O 

vf 

CO 

p^ 

o 

00 

as 

o 

00 

00 

r>. 

CM 



CM 

O 

CM 

CO 

m 

00 

00 

00 

VO 


.k 

. 

* 


r 

r 




r\ 

r 

r 

t-i 

rH 

CM 

CO 

iH 

CM 

CO 




as 

m 

m 











iH 

CO 

m 


o 

CM 

CM 

CO 

m 

00 

p^ 

o 

p^ 

VO 

CM 

00 


CO 

as 

CM 

m 

CM 

p^ 

00 

CO 

rH 

CM 


VO 



o 

CM 

iH 

CJV 

o 

CM 

m 

00 


<!■ 

00 

a^ 


e 

# 


. 







# 

1—1 

I—1 

CM 

CO 

iH 

iH 

CO 




00 

<r 

CN 











iH 

CO 

m 


m 

un 

o 

as 

m 


CM 

VO 

00 

CM 

00 

o 

VO 

VO 

as 

VO 

in 

as 

m 

m 


CT> 

P^ 

CO 

iH 


o 

Os 

o 

CJv 

VO 

VO 

CM 

m 


iH 

00 

o 

ov 


* 




r 




** 

r 

M 



r—t 

CO 


iH 

CM 




P^ 

CO 

iH 











iH 

CO 

m 


o 

m 

vn 

VO 


CO 

m 

CTV 


<Tv 

CTV 

00 

m 

as 

in 

vt 

CM 

CO 

VO 

CO 

o 


00 

P** 

vO 


as 

00 

00 

cyv 

VO 

m 

CM 

m 

p'. 

CM 

O 

CO 

as 



» 


. 






# 

# 

I—1 


i-H 

CM 


?H 

CM 




VO 

CM 

00 











fH 

CO 

<!• 


CO 




4J 


iH 



O 


CO 



H 


U 





o 



1 


H 

iH 

C 

cO 


1 

CO 

CO 




;-i 

Xi 

•H 

rH C 

•H 

P 

U 


CO CO 

c 

pc! 

P) 

CO 

U X 

1) 

1 

H 

^ h 

pa 

CQ 

1 

CO 

CO 


1 1 


•ro 





•H 

•>-( 


•H H 



U 


C C 


CO 

CO 


CU CU 


H 

H 


CQ CQ 



c 

CO 







40 






Ml 






to 



CO 






4-) 



TO 



O 



d 



H 



CO 



1 



iH 






CO 

iH 

d 

O 

iH 

d 

>M 

CO 

CO 

TO 

CO 

CO 

P 


JO 

d 

Ml 

40 

Pi 

p 


CO 

P 

Ml 

Pi 

to 

CM 

Pi 

to 

iH 





CO 

1 

1 


1 

1 

44 






O 

o 

o 


fH 

iH 

H 

TJ 

TO 


CO 

CO 


c 

d 


+J 

4J 


CO 

CO 


O 

O 


Pm 

pH 


H 

H 





















o 

-J" 


o 





(ON 

ONJ 

H CO POO o 

ON 



t>- 

Hll 

P 00 LfNOO 00 

1—1 



ON 

coil 

VD p CM O UN 

CO 



1—1 

W1 

rv «\ «N 

»\ 




IPII 

P O 00 \D 

P 




coil 

CM 

CO 




II 






II 






II 



CO 



11 



H 



II 



1-0 



11 



p 



11 



>H 



II 



o 



II 






II 



p 


OO 

on 

CO P UN 00 P 

o 

< 


l>- 

ON 

ooii 

0011 

MD VO 00 CQ P| 
p- ^ P <0 UN 

00 

OO 



1—1 

HI 

♦N •\ •N CV 


CO 



ltmi 

1—1 CTn t'— vO 

UN 

p 



con 

1—1 

CO 

p 



II 



[> 



II 



H 



II 



P 



II 

n 

II 



P 

ON 





tP 


n 



H 

ON 


II 



OO 

1—1 

tP 

(Mil 

C7N CM COOO O 

CM 

O 

1 

P- 

p-ii 

CO COVD OO P 

P" 

< 

NO 

ON 

p-ii 

CO P CM P UN 

p- 

H 

P 

1—1 

ri\ 

*\ ^ «N «\ 


P 

ON 


p-ii 

P C3N P VO 

p- 


p 


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CO i-0\ I—I t I—I 
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t>-VD lOv LfN 


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I—I I—11—I O I—I 

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CO 

K 


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Souorce: Ministry of Education, DPE 


















P!i 

< 

Ph 

w 

o 

CQ 

w 


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i-q' 

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r—1 

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o 

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i-H 

CO 

CM 

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oi 



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CO 

VO 

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CO 

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CO 


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CM 

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m 

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CO 

o 

CM 

1-H 

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ON 

VO 

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n 


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CO 


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to 

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B 


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CO 

H 

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CO 

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p 

d 



4-1 

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CO 

B 

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B 

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XI 

CO 

B 

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O 

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CO 

QJ 

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4-1 

o 

CO 


CO 

(U 

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o 

CO 


cO 

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O 

CO 


CO 

X 


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X 

M 

CO 

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4-1 

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PM 


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PM 

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X 







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o 








Source: Ministry of Education, DPE 




















MEC 

URBAN TEACHERS BY TEACHING LEVEL AND CYCLE BY DEPARTMENT (CONT'D) 

1976-1979 



l-H 

eg 

rH 


CO 

rH 

eg 

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rH 

m 

rn 


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o^ 


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v£) 

VO 

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rH 

eg 

iH 

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oo 

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eg 

CO 

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eg 


CN 





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CO 

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eg 


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i-H 


CO 


VO 

r>. 

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m 

CM 

OV 

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rH 

eg 

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VO 

CO 

<t 

UO 

00 

VO 

00 



CO 


VO 

Ov 

eg 

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tH 

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VO 

<!■ 

eg 

eg 


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eg 


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rH 

00 

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9k 




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eg 


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VO 

O 


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OV 

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CO 


eg 


vj- 

00 

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vt 

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eg 


CNl 

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CO 

tH 

VO 


CTv 

00 

rH 


rH 



e\ 




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ffK 




p 




Pi 


p 



ro 

nH 

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LO 


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eg 




rH 


CO 


rH 

vt 

CO 

iH 

m 


<t 

rH 

OV 

rH 


CM 

UO 

OV 

O 

o 

00 

CM 

VO 

t—1 


00 


VO 

IH. 

O 

VO 

vO 

O 

iH 

UO 

VO 

IH 

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eg 

eg 

O 


eg 

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eg 

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OV 

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m 

CO 


rH 

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rH 

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0% 




9 




Pi 


p 

r-H 


CO 

rH 

tH 


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eg 




rH 


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CO 





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4J 


X) 

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CO 


c 

CO 




CO 


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♦H 


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CO 

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CO 

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XI 

CO 


CO 

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6 

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CO 

5h 

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CO 

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6 

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CO 

B 

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c 

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c 

c 

Ph 

PH 

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PS 

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M 

CO 







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CO 







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>i 



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CO 





<U 


CO 



X 

rH 




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X 

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C 

CO 




CO 


C 

CO 


o 

4J 


rH 


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O 

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o 

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X 

Hi 

O 

o 

CO 

OS 

H 


o 


cu 

CO 

CU 

H 

X 

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X 

Hi 

B 

X 

CO 


C 




CJ 

CO 

H 

c: 



o 

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CO 

B 

cu 

o 

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Sh 

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cu 

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5h 










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Source; Ministry of Education, DPE 




















TABLE No. 43 
MEC 

URBAN TEACHERS BY TEACHING LEVEL AND CYCLE BY DEPARTMENT (CONT'D) 

1976-1979 __ 



VO 

CO 

00 

CO 

o 

o 

■vf 

CO 

00 

CM 

r-. 



00 


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o^ 

ON 

CM 

LO 

CO 

1—1 

o 

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o 

rH 

CM 

CM 

CM 

CO 

rH 

rH 

cr. 

r>. 


CM 


CM 1 

CO 


CM 

VO 

rH 


rH 


CO 

rH 

rH 1 

vn 

cn 





r 


9S 




# 








rH 



CM 


rH 




CM 








m 

00 

rH 

rH 

CM 

CO 

CTv 

o 

CO 

r^ 


•<t 


CM 

rH 

00 

00 


rH 

rH 

OV 

00 


VO 

CM 

CM 

CO 

CM 

CM 

rH 

CM 

00 



i-H 


CM 1 

rH 


CM 

m 

rH 


o 


CO 

rH 

rH 1 

m 








9s 




9 






1^ 


rH 



CM 


rH 




CM 







O 

m 

00 

OV 

CM 

m 

CM 

CM 

VO 


m 

CM 

O 

rH 


o 


00 

CM 

VO 

rH 

OV 


CJ^ 

CO 

CM 


CM 

CM 

rH 

o 

CJv 

CO 



rH 

VO 

CM 1 

O 


rH 

lO 

rH 

1 

CJV 


CO 

rH 

1 

m 

o^ 


9s 



r 


9s 




r 






rH 


rH 



CM 


rH 




rH 







LO 


CM 

rH 

LO 

o 

CO 

CM 

o 


m 

CJv 

O 


CO 

VO 

v£> 


CM 

CO 

VO 

CTv 


LO 

rH 

VO 


cr» 

rH 

00 

CM 

CM 

<t 



rH 

VO 

rH 1 

o\ 


o 


rH 

1 

•sO 


CM 

tH 

rH 1 

LO 

CTi 


9% 



m 


9s 




r 






t-H 


rH 



rH 


rH 




rH 












<u 


CCS 





0) 




4J 


TO 

rH 




4J 




CCS 


d 

CCS 




CCS 


rH 


•H 

to 

o 

4-1 


rH 


*iH 


o 


TO 

>H 

o 

o 


o 


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o 


OS 

CCS 

(U 

H 


o 


0) 


x: 

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B 

ts 

CO 



-C 

tH 

g 


o 

CCS 


c 




CJ 

CCS 

p 

CO 

CO 

B 

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o 

4J 



CO 

6 

0) 


<U 

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4-1 

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4J 

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c 

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d 


Ph 


M 

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pH 


c 

PH 

pH 

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T3 

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d 

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d 

Ph 

Ph 

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CCS 










flH 








Source; Ministry of Education, DPE 


















H 

> 


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t- OJ 
OnoO 

r—I 

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K 




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NO 

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on 

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C\J 


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t>- 

r-l 


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CO 


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VO 

VO 

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OO 

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VO 

VO 

f—-1 


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CO 

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CO 


VD 

CM 

CM 

CM 

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VO 

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1—1 

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Ph 



CU 


Ph 

qi 



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pci 



cc3 


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I~1 


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d 

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t3 

P 

O 


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CO 



s 

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f—^ 

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Ph 

d 

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CU 

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p 


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p 


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p 







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Source: Ministry of Education, DPE 





















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Source: Ministry of Education, DPE 





















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CO 

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CO 

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oo 


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1-1 

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p 

p 

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p 

p 

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p 

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o 

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EH 


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cd 

cd 





ft 

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P 

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ft 

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1 

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ft 





TABLE No. 49 
MEG 

PRESCHOOL TEACHING CATEGORY (CERTIFICATE) LEVELS - URBAN BY DEPARIMENT 

1979 


>H 

g 

O 

W 

EH 

C 

O 


>H 

on 
H 
Eh 

< 

O 


>H 

§ 

o 

g Oi 

< 

o 


>H 

g 

C5 


o 


>H 

g 

O 

H 

EH 

< 

O 


>H 


PP 


0 


C3 

EH 


M 

EH 

PP 

< 


0 



OJ 

CM 

CM 




CM 

CM 


00 

on 


on 

1^- 


on 


UA 


ir\ 


CM 

Lr\ 


on 


on 

CM 


CM 

on 


on 


VD 


CM 

LTN 


on 

CM 


on 

on 


00 

LTN 


00 

on 


ir¬ 

on 


CM 


ir- 

(7\ 


on 

on 


0\ 


-=i- Lr\ 
L(A ^ 

I—I 


I—I 


t— vD 


CM 


IT- 


o^ 

CM 


CM 


CM 


00 


VD 


O 

on 


IT- ^ 


O 

CM 


CM 


LPk 

on 


00 


VD 


I —I 


I—I 


VD 

CM 


LTV 


-4' 


LTN 


-it 


-it 

CM 


C- 


I—I 


CTN -It 


-it 


on VD 


CM 


hP 

on 

CTN 

00 

-it 

LTN 

1-1 

00 

< 

1—1 

on 

-it 

ov 

00 

00 

on 

0 

EH 

i>- 

1—1 

CM 


1 —1 

1-1 

-it 


VD 

D- 


on 
I—I 


CM 

OV 

ir\ 


VD 


OV 
VD 
I—I 


CM 

ir\ 


OV 

LTV 


ov 

-it 


-it 

o 


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VD 


1>- 


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tM 


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M 

CO 

O 

EH 

O 

Ph 


H 


H 

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PP 


O 




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p <00 

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p <00 

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PI 

g 

< 

o 


H H 


CO 


CM 


g 

cO 

W 

P I—I 
< 
o 


!>i 

P 

8 

<1 

O 


8 


I 

I 

g 

P 

W 

P 


on p 

oo -4- 

^ P" 


to-CO 
Lr^^ 
LfO^ 


00 CM 
LTN on 

UO_=l- 


I I 

tsl [S! 

gss 

33 


O P 

10 - o 


O I—I 

CM o 

I—I I—I 


on on 
00 oo 

CM UO 


1 ^ on 

<0N CM 
CM on 


to- on 

LTWO 


VD 

00 

rH 


on to- 
m 0- 


oo to¬ 
co on 


on-:3- 


I—I on 


on P 
00 to- 


CM 

CO 


I—I 
CM 


VD yo 


iro 00 


on 


O 

II- 


<00 uo 

UA LfO 


CM LO 


UOCO 

P 10- 


tO- <00 
VD on 
on CM 


to- iro 
O VD 


CM CM 

cro^ 

CM 


VD (00 
10-00 


on LPv 
on t— 
on P 


<00 CM 

VD to- 


I0--4- 


oo<n -d- o 

^ CD to- UA 

_=f on 


_zt <00 <00^ 

o on CO c— 

on I—I 


I—I C0\ 
<00 UA 
P 


UA UA 
-:3- MA 


to- P 
CM P 


UA CM 
.^3- CM 


P _y- 



00 

p 

o 

00 

vD <00 


p 

00 

on 

1—1 

P VD 

E.-< 

p 


1—1 


on 

h-H 






cd 













P 
UA P 


<00 _d- 
OO P 


<00 <00 

I—I 


CM O 
to- P 


VD I 


I—I I 


P 

p P 
UA P 

VD on 

00 P 

o o 

2'8 

P VD 

1—1 1—1 

VD p 

UAOO 

p 

o 

P P 

r\ CN 

uo o 

O VD 

00 p 
CO <00 

p p 
p (00 

00 (O 
VD CD 

r —1 
p 1—1 

P o 
CO 1 — 1 

VD 00 
p 

p 

vD P 

CN CN 

CN Cn 

CN 

CN CN 

CN 


CN 


1—1 

CM CM 

1 — 1 

1 — 1 CO 

1 —! 

on on 

1—1 



S P 


S P 



S P 


S P 


CO o 





^ p 




M H 
CO CO 
O O 
P P 

o o 

p p 


< c 

M P 
P P 

33 


I I 

H H 

P S 
H H 
p m 


o o 


p p 




TOTAL 36,003 _ 1,428 2,300 _ 3,120 3,051 2.868 _ 2,488 12,393 8,345 

PERCENTAGE OF TOTAL 100.ifo _ h,0i _6 ,4^0 _ 8,7% _ Q>5i 8,0 ^0_ 6.9% 34.4fo _ 23,2%o 





















LfN 


O 


>H 03 
K K 

gg 

§ W 

SB 

H P 


^ I 


C\J 


CO 


I I 




P 










o 

O CA 

P OJ 

on CA 

UA OJ 

1 —1 vD 

1—I 1—1 

p p 



CD 

ctn on 

on 

OJ 

P P 

OJ on 

VD CM 

p- on 



H 

-P 


rH 

1—1 

CM 


P' 



P 









o 

< 










O 









p 










p 









03 

o 










o 

u> 

CA O 

P" P" 

N5 MD 

O on 

UA UA 

p- CM 

CA CM 

o p- 


w 


P on 

P" 

P P 

P CA 

CO P 

O P 

p£] 

p 


p p 

1—1 

on 

OJ P 

OJ 


p p 

§ 

c 


•A 







P 

P 

o 

p 

p 

o 


1- 








on CO 

p 1 

onvD 

O UA 

on P 

OO CM 

UA UA 

P 

o 


p P- 

p 

O I—1 

P' P 

cn P 

P 1—1 

1—1 1—1 

P 

H 


on 


I —1 




1—1 


P 

p" 








P 

< 










o 









P 

p 









s 

p 










o 







CA on 


< 

CD 


on P 

on 1 

OO ir\ 

OO UA 

on UA 

00 VD 


w 


00 00 

p 

O 1—1 

on 1 —1 

CM CM 

CM 

CjO I—1 


p 

on 

1—1 


1—1 






< 









p 

o 









m 

p 









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p 









fT"} 

o 










o 


VD OA 

P" P 

p p 

P UA 

Poo 

p p 

VD O 
m on 

H 

p 

p 

on UA 

P" 

vD 1 —1 

P’ P 

CM P 

1—1 1—1 

P 

p 


1—1 







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O 









m 










w 










p 










< 

P 









o 

P 







On on 


O PCA 

o 


00 P 

P- 1 

o p- 

P on 

UA on 

p- on 

i Bo; 

CD 


p p- 
1—1 

P' 

vD 1 —1 

p- P 

on P 

rH 

00 1—1 

Eh rH 

P 

1—1 









o 


o 


>H 

g 

o 

H 

P 

< 

o 


>H 

§ 

O P 
H P 
P P 

< a 

u s 


o 

p 




I— I 


!>- I 

OJ 


O OJ 

^ p 


CO P- 
CM 


vD O 


P CO 


P- m 
00 


~=t 


LTWD 

VD 


LOv P 
on 


OJ on 


OD 


LTNOO 

m o 

LON ir\ 

•% 

OJ 


vD tP 

on 


P- o 

VD OJ 
OO P 


p on 
o o 

tP OJ 


on^ 
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VD OJ 


O P- 
CM LTV 
OJ I—I 


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33 



s p 





o o 


o o 


H P 
03 03 
O O 
P P 
O O 
P P 



P CO 

UA 


OO P 


p- CA 
av p 
UA p 


I I 


p p- 
00 P 


CA CA 


00 on 
onp 


on p- 


CA I 


o p 


LIA P 


VD P 


I 


vD I 


I I 


00 P 
OO IP 
p 


UAOO 
I—I I—I 


S P 


S P 



I I 

P P 

S & 
H H 
P P 



<; <; 

P P 


tp| 

p 


p 

CA 


I-1 

P^ 

VD 

T 

on| 


00 

p 


UA 

VD 


LTV 


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P 

UAI 


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p 

om 


p 


p 

CA 

PI 

00 


O 

P 


o 

o 


00 
I—! 

p 


00 
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CA 

« 

00 


UA 

P 


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VD 


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VD 


tP 

on 


on 


p 

CA 

ov 


P 

g 

o 

p 

p 

o 

H 

O 

g 

§ 

O 

P 

H 

P 


C 

O 

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c5 

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P 


P 

O 


>5 

■P 


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SH 


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s 


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D 

O 

O 

03 


















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CO 

o w 

H H 
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< 

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>H 


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o 

H 

CO 

Ph 

O 


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g 


>j w 
fH ^ 

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E^ -P 

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ft cu 
S P 
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0 ) 

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fn 

O, 

M 


LTn 

CO p- 

w 

H CO 
ft 

O CNJ 
C5 

ft p 
EH 

o 


I y 

P 

•H 

(U 

s 


p 

g 

O 

ft 


CO 

Eh 

ft 


s 

ft 

p 


cn 


OD 

tp 


t-- 

00 

OJ 

• 

on 


on 

00 


on 

tp 

VO 


LTN 


CM 

p- 


CM 

un 

on 


CM 

on 

on 


f—^ 

oo 


p 

g 

o 

H 

P 

g 

P 

g 

O 

P 






rH 

1—1 1 





CM 

CM 






X) 

P P 

[ft 

VD 1—1 

CM 

CM 

oo 

P P 

MO 

P LTN 

00 

MD CM 

ft 

oo (ON 

on 

P CM 

CM 

1 ft 

vO 1 —1 


LON 

r-l 

r—4 

CM 

CM 

LTN 

LTN 

MD 

MD 

00 

ft 

ft 

ft 

CM 

ft 

P 



1—1 

1 —1 I 

CM 

CM 

CM 

CM 



on 

on 

t—1 

1—1 


o 

P CTn 

r-l 

CM 

on 

on 

ON 

P ir\ 

1 -1 

P O 

LTN 

P 1—1 

O 

o o 

MD 

MD 

CM 

x> 

onp 

CM 

1 —I 

LP\ 

ir\ 

MO 

P CM 

MO 

LTN P 

p 

1—1 

CM 

1—1 —1 

LfM 

LTN 1 

r-l 

o\ 

cr\ 

CM 

CM 

on 

on 1 

P 

p 

P 

P 

p 

1 —I 

MO 

nD 




ft 

00 \o 

OO 

CO 

on 

on 

CTn 

p LfM 

o 

o 

I—1 

ftp 

LTN 

P 1—1 

00 

00 

on 

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CM 

on 

on 1 

p 

p 

oo 

00 

ft 

ft 1 

p 

on 

(ON 

ON 

1 -1 

r—1 1 


on 

on 



r-l 

1 —1 1 












ft 

O P 

p 

p 

on 

on 

p 

on 00 

o 

MOP 

p 

p 

LTN 

ftOO 

1—1 

r-l 

r^ 

on 

CM P 

LPv 

LTN 1 

00 

00 

LTN 

P 

p 

on 

CM 

CM 1 

ft 

nD 

1—1 

I—1 1 


CM 

CM 



I—1 

1 —1 1 












Ln> 

C^VD 

on 

CM P 

!—1 

1 —1 

o 

LfM LfM 

LTN 

CM on 

MD 

LfN P 

o 

On I — 1 

o 

o 

1—1 

ft 

on 

MD 

M) 

O 

o 

MO 

LTM 

P 

p 

P 

iP 

MD 

LfN 

CM 

CM 1 


fp 




1—1 

p 1 












o 

CM OO 

on 

on 



ft 

p on 

on 

(TM 1—1 

ft 

ft 

1 —1 

ip 

on 

on 

1—1 

Ip 

O 

p 

p 1 


00 1 

cn 

on 

LTN 

LfM 

1 —I 

1—1 1 

LfN 

IfN 1 

CM 

CM 1 


p 

(—1 
















I—I 

OO on 

<J\ 


on 

on 

LTM 

on CM 

on 

on 

P 

P 

ft 

<0 <—1 

00 

00 1 

CM 

on 

CM 

CM 

CM 1 

MO 

MD 1 

on 

on 

on 

on 1 

P 

P 1 

on 

on 




iP 

















CM 

CM 

Ift 

tft 

MD 

MO 

MO 

LTN P 

on 

on 

P 

P 

p 

p 




1—1 

r-l I 

P 

P 1 

tft 

ft 1 

CM 

CM 

CM 

CM 1 

CM 

CM 1 

CM 

CM 1 

1 

1 1 

1 

1—1 

1—1 
















ft 

P o 

CM 

OO P 

00 

00 

LON 

CM on 

r^ 

00 on 

1—1 

on 00 

(ON 

(ONO 

(ON 

ftCM 

CM 

CM 

CM O 

LfN 

p 

r^ 

1—1 

OM 

p LTM 

00 

uncM 

CM 

1 —1 

P 

P on 

o 

O 

P 

un 

1 -1 

LTN 

Lr\ 

I—1 

1—1 1 

OM 

ON 

(On 

(ON 

on 

on 

on 

on 

on 

on 


• 




• 

• 







• 

• 




CM 

CM 



r-l 

(—1 







r-l 

1 —I 





tsi 


ft 

ft 

o 

ft 

CO 


c 

o 

CO 


§ 

g 

o 


H 

CO 

o 

p 

o 

ft 


g 

ft 

g 


CS] 

g 

o 

< 

p 


CO 


ft 

g 

o 


p 

g 

H 

ft 

H 

ft 

P 


X)MD 


^^cr\ 


CM 


I r-l 


I r-l 


CM 


I I 


< 

ft 

H 

§ 

CJ) 


ISl 



H 



pq 






H 


< 




1 



< 

c! 

1—1 

p 

d 

r^ 


d 

1 —1 

O 

d 

1—1 

CCJ 

d 1—^ 

P 

d 

I—1 

< d P 


d P 

O d p 


r3 


& 

(^3 

cd 


03 

ct3 

pg 

o3 

o3 

o 

o3 03 

H 

(rf 

d 

p eg o3 

P 

o3 cl3 

P o3 o3 





p 

d 

o 

p 

d 

P 

P 

d 

p 

P d 

Ph 

P 

d 

P P d 

P: 

P ?H 

PP d 

< 



w 

% 

d 

O 

d 

d 

K 

d 

d 

o 

d d 

<: 

d 

d 

^ d d 


d d 

< d d 

P 

P 

Pg 

o 

P 

pg 

o 

P 

pg 

O 

p 

pg 

Ph 

P Pg 

P 

p 

pg 

P P pg 

p 

P Pg 

Ph P Pg 
















TABLE No. 53 

TEACHER-PUPIL RATIOS-RURAL AND URBAN 

1974-1978 


a> 

cC 


■a 

CO 

VO 

O 

CO 

00 

CJv 

CTv CJv 

<!■ 

vo 

00 

m 

UO I—1 

rH 

CO 

00 

VO 


<Ti 

UO 

(TV 

UO 00 

CM 

O 

CM 

rH 

CM CJV 

rH 


CO 

CM 

• 

UO 

m 

• 

vo 

• 

CO 

rH 

• 

00 

• 

C3^ 







9k 9k 



0\ 

m 


r-* 


00 

CO 


rH 

VO 

CSJ 

0\ CO 

rH 

o 

VO 

rH 

vO vO 

rH 


m 

CO 

• « 



« « 

CO 00 

« • 

rH 

UO 

« • 

1—4 

• • 



o 




rH 

vo 

rH 


iH 

rH 

l-M 

rH 



t-H 













o 


vf 

00 

CO 

rH 

O 00 

m 

o 

rH 

CN 

CM UO 

00 


CN 

t'' 

a^ 

o 

VO 

rH 

CTi O 


00 

rH 

<1- 

Ov 

m 


o 

I—< 

• 

'd' 

CM 

• 

vo CO 

• 

CM 

iH 

• 

vO 

• 

cr. 


A 


9% 

#1 

00 

n 9k 



n 



m 

t-) 


CJv 

1^ 

rH 

iH 

CM 

VO rH 

rH 

OV 

CO 

rH 

vo CO 

rH 


m 

VO 

• • 



• • 

CO UO 

• • 


sd" 

• • 

O 

• • 



(TV 

rH 



rH 

vo 

rH 


iH 

rH 

1-M 

rH 


00 

CTv 


CO 

CO 

<1- 

00 CM 

CNJ 

o 

CO 

vo 

I—1 

00 

VO 

o 

CM 

CNi 

m 

CO 

o 

CO ov 

CN 

o 

00 

(Ti 

1-4 CM 

Csl 

r>. 


C3V 

« 

CM 

1-4 

• 

o o 

• 


o 

« 

•vf vO 

« 

C7V 



00 


.1 

00 

n .1 

ON 

n 

A 

m 

9k 9k 



o 

<1" 



UO 

CM 

•vt 

rH 

00 

vj- 

rH 

VO rH 

rH 


m 

rH 

• • 


CO 

• • 

CO UO 

•• 


CO 

• • 

(Ti 

« • 



Ov 




rH 

vo 

rH 


iH 

rH 


rH 


CO 

CO 

00 

UO 

VO 

Ov 

CO 

CO 

ov 

o 

o 

UO <1- 

m 

m 

rH 

O 

m 

m 

00 

O 

UO o 

00 

iH 


rH 

00 

vo 



00 

• 

«H 

CM 

• 

vo 00 

• 

r>. 

CM 

• 

<1- 

• 

CT\ 



00 

9k 

.1 


n 9k 

ON 

9k 

A 

vo 

9k 9k 

m 

1-H 

VO 


tH 

1-4 

1—4 

CM 

rH r-- 

rH 

r- 


iH 

VO 

rH 



vO 

• • 


CO 

• • 

CO CM 

% • 


CM 

• • 

00 

• • 



00 

I—1 



rH 

VO 

rH 


iH 

rH 


rH 


m 

CO 

m 


00 


CO 1^ 

CJv 

CO 

CO 

rH 

CM UO 

CH 

<!• 

CO 

m 

CO 

1^ 

UO 

CO 

<y> CM 

vO 

CO 

o 

CT> 

<y\ vo 



CJV 

C3V 

• 

CJv 

VO 

• 

O CO 

• 

o 

CJV 

• 

00 O 

• 

CT. 



<y\ 


9K 

o 

n 9k 

Ov 



VO 


CO 


CM 

o 




CO 

OV 00 

rH 


00 

rH 

UO ov 

rH 


<r 

CO 

• • 


VO 

• • 

CM vO 

• • 


rH 

• • 


• • 



00 

1^ 



rH 

UO 

rH 

CO 

iH 

rH 


rH 





X 





Ml 














0) 

CO 








CO 





X 

iH 


CO 






i-l 





o 

•rM 


Ml 






<U 

CO 


CO 


Cd 

CM 


04 






ji: 

iH 


IM 


0) 

d 


X CO 






o 

•H 


(U CO 


H 

CM 


O I—1 






Cd 

a 


X iH 





cd -H 






0) 

d 


O H 


04 

04 


04 CM 






H 

Ph 


Cd CM 


4-4 

4J 


H d 









<u d 


Cd 

Cd 


CM 







rH 


H Ph 


•H 

•H 





CO 



o 

O 




X 

X 


Ml to 



u 


o 

o 

O 

o 


o 

04 

04 

o 

Cd Cd 

o 


(U 

CO 

•iH 

x: 

X 

•H 

IH Ml 

•H 

B 

B 

•H 

X X 

•H 


j= 

rH 

4J 

o 

o 

4-4 

Cd Cd 

■U 

Ml 

Ml 

4J 

c c 

iJ 


o 

•H 

Cd 

CO 

CO 

Cd 

B B 

Cd 

0) 

04 

Cd 

o o 

CC 


Cd 

O. 


<u 

(U 

ptS 

•rM ‘H 

PCh 

4-4 

4-4 


o o 

oi 


<u 

d 


I-l 

I-l 


Ml Ml 


d 

C 


04 04 



H 

Ph 

1 


P4 

Pm 


PM CM 


M 

M 


CO CO 




1 


rH 

i-M 


rH iH 


iH 

rH 


1—4 1—4 



Cd 

Cd 


Cd 

Cd 


Cd Cd 


cd 

Cd 


Cd Cd 



4-) 

4-1 


4J 

4J 


X 4J 


4-4 

•u 


M4 4J 



o 

o 


O 

o 


o o 


O 

o 


O O 



H 

H 


H 

H 


H H 


H 

H 


H H 



cd 

13 

C 


• r 

C 

cd 

X) 

!-t 

3 

X) 

C 

cd 


cd 

S-i 

<u 

5-1 

cd 

CO 

cu 

d 

W) 

•H 

M-l 


P- 

d 

p. 



CO 



Ml 



04 



X 



o 

• 


cd 

rH 


04 

o 


H 

o 



X 


c 

o 


cd 

CO 


X 

04 


Ml 

Ml 


X 

CM 


Ml 

X 


O 

O 


<4-1 

Cd 



04 


04 

MJ 


Ml 



cd 

CO 



Ml 


CO 

04 


04 

X 


Ml 

o 


d 

Cd 


tiO 

04 


•H 

H 

CO 

<4-4 


04 



4-4 

Ml 

Ml 

Cd 

04 

Cd 

6 

X 

B 

•H 

O 

•H 

4-4 

Cd 

Ml 

CO 

04 

fM| 

W 

H 



^ *v«* 


w 

O 


c 

o 

•H 

4J 

Cd 

o 

d 

XJ 

H 

CH 

O 

u 

CO 

•H 

C 

•i-l 


• • 

<u 

o 

^1 

d 

o 

m 

















TABLE No. 54 

TEACHER-PUPIL RATIOS-URBAN 

1974-1978 


■a 

I—1 CNI 


CO 

CM 





CM 

CO 



O 


00 

CM 00 


ov 

<T> 

00 

CJV 




<r 


CM 

CM 



lO 

VO 

LO 

LO 

CM 

CM 

CM 

m 


CM 

00 

VO 

VO 

|H 

CTn 



.V 


• • 


iH 

rH 


r» 

rH 


0k 

• • 


00 00 

«» 

rH 


rH 



• • 

00 

tH 

• • 

vO 

<!• 

rH 


CO I—1 



<!■ 


rH 

00 

rH 


CO 

rH 


tH 



VO 





CM 

CM 



rH 



tH 









CO 









ov o 


00 

iH 


CO 



ov 

VO 


CTV 

CJV 



00 


O 

00 

00 

o 


VO 

CM 

00 



CM 

VO 

r'' 

m CM 


<!■ 

LO 

CM 

iH 

00 

iH 

vO 

CO 

VO 

<!■ 

<r 

iH 

cy> 

9>k ^ 

VO 



• o 

0% 


• • 

0k 


iH 


rt 

e • 


m 

i-H 

iH 

CTv 

rH 

o 

CO 

iH 

r'- 

CM 

« • 

VO 

tH 

iH 


CO C'. 

• • 


CO 


CM 

tH 



CM 

iH 


O 



LO 

I—1 





CO 



iH 



tH 



00 <1- 


CO 

CO 

■<r 

LO 

OV 

VO 

CTV 

VO 

CM 

tH 

VO 

VO 

VO 

VO LO 

CM 

LO 

CO 

o 

tH 

CO 

CTV 


CM 


LO 

LO 

CO 


CM CM 

• 

CM 

rH 

« 

00 

CM 

• 

CTV 

rH 

• 

CM 


. 

Ov 

A 

VO 

rv 

rs 

00 


rt 

m 

rt 

0k 

VO 

0k 




CO <T> 


iH 

LO 

CM 

CO 

o 

rH 

VO 


iH 

vO 

CTv 

tH 


CO CO 

• • 


CO 

• • 

iH 

o 

• • 


iH 

• • 


00 

« • 


lO 

1^ 



rH 


CO 

fH 


tH 

1—1 



1—1 


LO LO 

Ml" 

LO 

vX 

CTv 

CO 

LO 

vD 

LO 



CM 


<0- 

m 

CO 


LO 

00 

O 

CM 


VO 

VO 

CO 

■vt 

CO 

VO 



o^ 

• 

iH 

CM 

• 

iH 

CO 

• 

<!• 


• 

O 

00 

« 

CJV 


VO 




0* 

0i 

VO 

0% 

rv 

VO 


0k 

CO 


O LO 

rH 

fH 

iH 

CM 


LO 

iH 

VO 

VO 

iH 

vO 

Csl 

tH 


CO o 

• • 


CO 

• • 

fH 

00 

• fr 


O 

• • 


00 

« • 


LO 




iH 


CM 

iH 


tH 

iH 



tH 


I—I CO 



rH 


CM 

OV 


r'. 

LO 


LO 

00 



o o 


iH 

LO 

o 

CM 

<!• 


iH 

tH 


<!• 

00 

CO 


00 CM 

VO 

Ov 

00 

CO 

OV 

CO 

iH 

1—t 

CO 

tH 

00 

VO 

tH 

OV 


f—1 


.V 

• • 

0> 

rs 

• • 

0\ 

rt 

« • 


0k 

• • 

1^ 

00 

•« 



iH 

LO 

r>. 

fH 

VO 


tH 

LO 


tH 


CM 00 



CM 


1—1 




o 












CM 


CO 

tH 














p 















QJ 

CO 








cn 






X 

tH 


CO 






P 






o 

•H 


p 






QJ 

CO 


CO 



CO 

(X 


CU 

CO 





X 

iH 


p 



(U 

d 


X 

tH 





o 

•H 


<U 

CO 


H 

CP 


O 

•H 





CO 

a 


X 

iH 





CO 

PP 





0) 

d 


o 

•H 


0) 

Q) 


QJ 

d 





Eh 

PLI 


cO 

a 


X 

X 


H 

Pm 








(U 

d 


CO 

CO 









rH 


H 

Pm 


•H 

•H 






c« 


O 

o 





no 

TO 


P 

P 



U 

o 

o 

o 

o 



o 

0) 

<u 

o 

CO 

CO 

o 


0) Cfi 

•f-i 

X 

X 

•H 

P 

P 

•H 

B 

B 

•H 

T3 

•x 

•H 


XI 1—1 

■p 

a 

o 

4-J 

CO 

CO 

X 

p 

p 

X 

C 

d 

X 


O 'H 

CO 

CO 

CO 

CO 

6 

B 

CO 

(U 

(1) 

CO 

O 

o 

CO 


CO (X 

pci 

(U 

0) 

Pd 

*H 

•H 

Pd 

X 

X 

Pd 

O 

o 

Pd 


<U 0 

P 

p 

p 

P 


c 

C 


CU 

(U 



H Ph 


Ph 

1 

p^ 


P-. 

1 

PM 


M 

M 


(X 

CO 



1 

T—1 


1 

1^ 

iH 


1 

|H 

iH 


rH 

iH 


iH 

tH 



CO CO 


CO 

CO 


CO 

CO 


CO 

CO 


CO 

CO 



4J -U 


P 

P 


X 

X 


X 

X 


X 

X 



O O 


O 

O 


o 

o 


o 

o 


o 

o 



H H 


H 

H 


H 

H 


H 

H 


H 

H 



QJ 

4J 

CO 

B 

•H 

4J 

CO 

W 


■a 


Source: Ministry of Education, DPE 


















TABLE No. 55 

TEACHER-PUPIL RATIOS-RURAL 
1974-1978 



CvJ <t 



VO 


O CM 

'Ct' 


UO 

r>. 

00 

rM 

VO 

CO 

VO CO 



VO 


CO vO 

00 

CO 

00 

m 

as 


C3V 


<J\ vO 

• 


CJV 


Os SO 

• 

00 

00 

• 

rH 

rH 

• 

(T. 


o 




^ 9k 

CTi 


9s 

CO 



O 


as <!• 

CM 

1 

rH 

1 

m 

rH 

rH 

<t- 

rH 


CM 

rH 


I— 1 rH 

• • 


CO 


rH m 

• « 


CM 

• • 



• • 







CO 

rH 



rH 



rH 


rH 

VO 


CM 



m 

rH 

UO 

UO 

CO 

VO 

o 


CO O 

CM 


CO 


00 CO 

CM 

m 

CM 

UO 

cys 

VO 



<r as 

• 


VO 


uo 

. 

vO 


• 

rH 

O 

• 

CTi 

9k 9k 

rH 

1 

9k 

1 


CM 


9s 

CM 


9s 

o 

I—1 

CO 1—1 

CM 


rH 


so 

CM 

rH 

o 

rH 


CM 

rH 


r-1 CTv 

• • 


CO 


I— 1 CO 

• • 


CM 

• • 



• • 


CO 





CO 

rH 



rH 



rH 


o m 

rH 




CO CO 

<1- 

rM 


m 

SO 

UO 

CO 

O 


CO 




CM UO 

CM 

UO 

UO 


VO 

VO 

CM 


CO so 

« 




CM 00 

. 

<!■ 

CTv 

• 

rH 

00 

• 

cy> 

9k 

CM 

1 

1 

1 

9k 9k 

CO 


9k 

CO 


9k 

rH 


SO m 

CM 




m CO 

CM 

rH 

as 

rH 


rH 

rH 


i-i 

• • 




rH m 

.. 


rM 

• • 



• • 


CO 

rH 




CO 

rH 



rH 



rH 


CO CO 

o 




rH CO 


<!■ 

CO 

CM 

CO 


rH 

m 

CO so 





CO m 

m 

UO 

CO 

CM 

U^ 


CO 

r'* 

as CO 

• 




m <1- 

• 

CM 

00 

• 

t-H 

UO 

• 

as 


CM 

1 

1 

1 

9k 9k 

CO 

9k 

n 

<!■ 


.V 

o 

1-H 

m I—1 

CM 




CM 

CM 

rH 


rH 


rM 

rH 


vO 

• • 




I—1 <}• 

• • 


rH 

• • 



• • 


CO 

rH 




CO 

rH 



rH 



rH 



CM 




rH CO 

CTv 

VO 

00 

CO 



o 


<f o 

CO 




r«< 

00 

rH 

00 

ON 

Ht 


CO 


m CO 

• 


o 


rH Os 

• 

<ys 

UO 

• 


CO 

• 

<!• 

1—1 

<!■ 


00 


9k 9k 

•vf 



liO 


9k 

as 


9k 

CM 

1 

A 

1 

CO O 

CM 



rH 


rH 

CM 

o^ 

<i- CO 

• « 


VO 


rH Os 

• • 


rH 

• • 



• • 

rP 

t— 1 <j- 

rH 


CO 


CM 

rH 



rH 



rH 


cn 





















CO 









+ 





Ml 














QJ 

CO 








CO 





SI 

rH 


CO 






p 





o 

•H 


Ml 






<u 

CO 


CO 


CO 

CM 


QJ 

CO 





SI 

rH 


Ml 


QJ 

0 


Si 

rH 





o 

•iH 


QJ CO 


H 

CM 


o 

•H 





CO 

CM 


Si rH 





CO 

CM 





<U 

0 


O ‘H 


QJ 

QJ 


QJ 

d 





H 

CM 


CO CM 


P 

P 


H 

CM 








QJ 0 


CO 

CO 








rH 

rH 


H Cm 


•H 

•iH 






CO 


o 

o 




03 

x) 


Ml 

Ml 



P 

o 

o 

o 

O 


o 

QJ 

QJ 

o 

CO 

cO 

o 


QJ CO 

♦H 

SI 

SI 

•H 

P Ml 

•iH 


g 

•H 

03 

XI 

•iH 


Si I— • 

P 

o 

o 

P 

CO CO 

P 


p 

U 

d 

d 

P 


O -H 

CO 

CO 

CO 

cO 

B B 

CO 

QJ 

QJ 

03 

o 

o 

CO 


CO CU 

Pi 

cu 

0) 

Pi 

•iH •iH 

Pi 

P 

P 


o 

o 

Pi 


QJ 0 


p 

>H 


u u 


c 

d 


QJ 

QJ 



H Pm 

1 1 


PM 

CM 


Pm Ph 


l-H 

M 


CO 

CO 



1 1 

i—H 


r—t 

rH 


rH rH 


rH 

rH 


rH 

rH 



CO CO 


CO 

CO 


CO CO 


CO 

CO 


CO 

CO 



P P 


P 

P 


P P 


P 

P 


p 

P 



o o 


O 

o 


O O 


O 

o 


o 

o 



H H 


H 

H 


H H 


H 

H 


H 

H 



w 


•I-l 

a 

a 

(X 


o 

o 

o 

CO 

I 

(U 

>-l 

a 

si 

o 

CO 

(U 

4J 

CO 

OJ 

SI 

o 

CO 

<u 

'O H 

<u 

■p 

CO P 
B CO 

•H B 

P -H 
CO }-( 
W 

+ 


Source: Ministry of Education, DPE 














CO 

w 

M 

o 

o 

s 

< 


\D 

Lr\ 


4 

O 



w 

H 


< 



















u 



















IP 



















[p 



vj- 

o 

CM 

VO 

CM 

1^ 

O 

as 

VO 


CM 

m 





M 


CT. 

m 

CM 

un 

CM 

1^ 

CO 

fp 

p 

CM 

m 

VO 

<!■ 


o 

CO 

o 

H 



rP 

VO 

o 

00 

CM 

CM 

00 

CO 

'd' 

00 

00 

fp 

• 

• 

4 

4 

Pi 


C7^ 


0\ 


9 

c\ 

A 

ff 

9 


9i 

9 

9 


m 

CO 

o 

W 


tP 

iri 

CO 

CO 

r—t 


m 

<t 


CM 

00 


as 


p 

rH 

o 

U 



<p 



CM 

CM 



CO 

<!• 



m 




fH 

o 






































IP 

CJ^ 


















E 



















CJ 

CT> 



VO 

CM 

LO 

vO 

00 

VO 

o 

CO 

Mf 

00 

m 

00 

CTv 

CO 

o 

< 

P 

00 

<!■ 

00 

r'- 

o 

P 

CO 

CM 

00 

VO 

CM 

c^ 

00 

• 

• 

• 

4 

w 

1 

r'> 


<N 


00 

CM 

o 

vO 

00 

CTv 

CO 

CO 

VO 

rH 


CO 

o 

H 

m 

CJ^ 

9\ 

n 

*■ 





9 

9t 

9t 

9 

9 


rH 

rH 

o 



ip 

CO 

CO 

CM 

as 

VO 

m 


m 

Os 

00 


m 




rH 

Q 

<Ti 


tP 



tp 

CM 



CO 

CO 



uo 






P 


















< 



















CO 



















Pi 




o 

as 

VO 

VO 

o 

VO 

CM 

CO 

o 

m 

00 

CM 

00 

o 

o 




CM 

CTv 

o 

CM 

P 

m 

rv. 




00 

VO 

4 

• 

• 

4 

o 




as 


vt 

as 

00 

VO 


VO 

00 

CO 

00 

rH 



O 

< 


CTi 





A 


9 

9 

A 


9 

9 


rH 

rH 

o 

w 


iP 

CM 

CM 

CM 

00 





r>=. 



CM 




p 

H 



P 



1—1 

CM 



CO 

CO 



m 





PQ 



CO 

m 


CM 

rP 


o 

00 


CM 

■nJ 

o 







vX 


vt 

UO 



CM 


CO 



00 

p 

m 

00 


o 






VO 

ip 

fp 

00 

00 

00 

CTv 

m 


o 

• 

• 

4 

4 

P 


(y\ 



9 


A 


9 

•• 

9% 


9 

9 

o 

<t 


o 



p 

p 

CsJ 

CM 

1^ 

<t 



CO 

m 

r>- 


rH 

1^ 

rH 

rH 

o 

< 



rH 



ip 

CM 



CO 

CO 



m 




p 

P 



















Pi 



CO 


m 

as 

in 



CT> 

00 

00 

CM 

00 

vO 

rH 

CO 

o 



CO 



00 

rP 


00 



fp 

o 

vO 

• 

4 

4 

4 




CM 


CO 

CM 

COS 

m 

m 

o 

p 

CO 

as 

CO 

o 

cn 

VO 

o 



m 

r\ 

«v 


p 

0\ 


9 

9 


n 

9 

#1 


rH 

rH 

o 




fP 


CO 

VO 

CM 

•ct 


CM 


vO 


00 




rH 



C7\ 

lP 



P 

CM 



CO 

CO 



Mt- 







ip 


















ctS 

d 

Pi 


t3 

CD 

X) 

0) 
d 
00 
•H 
CD -P 
P C 
cfl < O 
•H d 
iP O 'H 
CD V—I J-i 

g d 0) 

p p 
O -H d 
2: H M 


CD 

p 

o 

H 


d 

CD 

XI 

ro 


X) 

CD 

X 

OJ 

d 

to 


CD, P 
p d 

CO < 

•p 

fp o 


o 

d 

’H 


CD I—Ip 

g d <u 

p p 


o -p d 
2: EP M 


CD 

p 

o 

H 






CD 









4J 









o 









H 





d 









CD 




P 





X 




O 














do 




Cfl 







X 


0) 


X 



X 


CD 


oc 


CO 



d 


X 


CD 


X 



CD 


0) 


■P 


(U 





d 


d 


d 



fp 


00 


<u 


00 



CO 


’H 

fp 

o 


•p 


fp 


CO 

■U 

CO 

p 

CO 

p 


CO 

d 

4J 

d 

J-l 

0) 

4J 

d 


P 

Pi 

CO 

< o 

o 

CP 

CO 

< 

O 

o 


“P 

d 

H 


“p 


d 

H 

X 

P 

O P 


X 

fp 

o 

•r^ 


(U 

CO 

p p 


0) 

CO 

rH 

p 


d 

S 

d a; 


d 

e 

d 

(U 


•p 

P 

4J 4J 


•p 

p 

4-1 

p 


X 

O 

•H d 


X 

o 

•iH 

d 


6 

S 

H M 


6 

Is 

H 

p 


o 




o 





o 




u 






Source: Ministry of Education, DPE 























ON 

c- 

ON 
I—I 


OJ t>- o 

II 

ON II 






on H 

H II 






OJ OJ oo 

on II 

rH O 

ON 

O II 

o 

ON O 

CN CS CS 

•N 11 

• • 

« 

* 11 

• 

• • 

t- LTN J- 

t>- II 

on^ 

OJ 

O II 


on_d- 

OJ 

on II 

H 

1—1 

O II 




Oil 
• II 
-cfll 


00 

ND 00 MD 

O 

i>- 

H on OJ 

00 

ON 

OJ O NO 

OO 

iH 

rv r\ r\ 


02 

ND irN-4- 

ION 

W 

OJ 

on 


o 

o 

H 

EH 

< 

O 

H 

EH 

< 

O 

M 

PJH 


tN- 
t- 
ON 
I—I 


VD O VD 
H ltn l>- 
ONOO VD 


OJ 

-rj" 

-4" 

CN 


H O ON 

• • • 

ro-:t C\J 
C I—I I—I 


CO H ND 


O 
O 
I—I 


O 


OJ ON ON 

• • * 

LTN on on 


H O-^ 

• • • 

on o on 



EH 



OJ 

on II 

tN~ P P 

o 

II 





K 





P 

II 



t 


H 











O 












O 











!>- 

s 











M 











LTN 

w 












o 











« 

< 











o 

H 

ON 

VD 

H tP O 

00 II 








EH 



tP OJ -::J‘ 

on II 







Ho 


ON 

ON 

H OO 00 

00 II 

on on 

o 

II 

LTN 

LfN 

ION 

P 

P 

rH 

#\ •N rv 

c\ 11 

• • • 

« 

II 

• 

• 

• 



1 



on II 

P 

o 

II 

LTN 

LTN 

LTN 



LTN 


OJ 

on II 

P P 

o 

11 




< 


IP 





p 

II 




Eh 

CO 

ON 













o 

H 

EH 


OJII 

•II 

-:tll 


00 II 
• II 
H II 


ITNII 
• II 
LTNII 




UO 

LTN t>- tP 

ON 

tP 

P IPOO 

IP 

ON 

ON LTN LfN 

O 

P 

•\ »s »\ 

rv 


OJ -:J- 

OJ 


OJ 

on 


^ on on 

• • • 

H 

I— I I— I 


o 

• 

o 

o 

rH 


w 
















<u 
















•H 





1 — 1 





(D 






El 





CD 





tiD 

• • 





O 





P 





E! 

El 





tiD 


P 



O 


P 



CO 

CO 


P 



0) 


CD 



P 


CD 



Si 

CD 


CD 



P 


P 





P 



O 

>H 


P 



CO 


CD 



P 


CD 






CD 



O 


in 



O 


Ei 



P 

CO 


Ei 





fclO 





fc>D 



o 



tsO 



QJ 


•rH 



CO 


•iH 




o 


•H 



P 

CD 

p 



CD 

CO 

p 



(D 

•H 

CO 

P 



CO 

P 

c 



fciO 

P 

E! 



tiD 

> 

P 




o 

CO 

< 

O 


CD 

CO 

C 

O 


CO 

CD 

CO 

< 

O 


•H 

•H 


E! 


P 

•H 


El 


P 


•iH 


e: 



P 

o 

•H 


Ei 

1—1 

O 

•rH 


E! 


1—1 

o 

•H 


•iH 

CD 

1—1 

El 

1—1 

(D 

CO 

1—1 

Eh 

1—1 

CD 


CD 

1—1 

Eh 

1—1 

p 

fi 


(D 

CD 

O 

S 

Ei 

CD 

CD 

O 

Eh 

s 

Ei 

CD 

CD 

El 

Eh 

p 

P 

P 

Eh 

El 

P 

P 

P 

El 

(D 

Eh 

P 

P 

P 

(U 

O 

•H 

EJ 

O 

CD 

O 

•iH 

EJ 

O 

CD 

> 

O 

•H 

EJ 

O 

O 

S 

P 

P 

P 

Ph 


P 

P 

P 


6 


P 

P 

P 


Source: Ministry of Education, DPE 










































TABLE No. 58 
MEG 

TOTAL NUMBER OF RURAL TEACHERS AND TEACHING CERTIFICATE CATEGORIES 

1975-1979 


ON 

0 CM 

VO II 


LTN CM ltn 

CM II 

ON 

H VO 0 

00 II 

1—1 

•N r\ CN 

II 


LfN 00 cn 

1—1 

H II 
CM II 


II 

II 

11 

II 


VO O 

ON VO* ^ 
vO I—I I—I 


o 

• 

o 

o 

I —I 


OJ C\J H 

• • • 

000 

iH rH iH 


OJ II 
• II 
O II 
H II 
II 
II 


II 


00 

tr^vo CM 

irv II 

t>- 

00 [>- 

0 II 

(ON 

t>- CM t>- 

00 II 

1—1 

rv cs 

'V II 


00 on CM 

1—1 

CTN II 
H II 
II 


II 

II 


l>- 
0- 
ON 
I—I 


VO 

I>- 

ON 
I—I 


t>- O ON 
OJ ON O 
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Source: Ministry of Education, DPE 






















TABLE No. 63 
MEC 

RURAL SECONDARY EDUCATION - BY DISTRICT PERSONAL BY ACADEMIC DIVISION 

1979 


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Source: Ministry of Education, DPE 
















TABLE No. 65 
MEG 

COSTS PER PUPIL BY LEVEL AND CYCLE (IN PESOS AND IN DOLLARS) 

1974-1979 

PESOS BOLIVIANOS _ DOLLARS (US) = 20 PESOS = 1US$ 


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SOURCE: Ministry of Education, DPE 











II 






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II 

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II 

II 

II 

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11 

NO 

m 

pf ON NO 

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II 

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II 

II 

II 

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SOURCE: Ministry of Education, DPE 


















I —I o 


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SOURCE: Ministry of Education, DPE 



















ON 

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Intermediate - Rural 

Day Three years 5 6 45 Non-continuous 












TABLE No 78 
MEC 

S^CRUCTURE OF PUBLIC EDUCATION 
REGULAR AND ADULT EDUCATION 


LEVEL 


Secondary - Day 

a) Core 

b) Specialty 

(Humanities and 
General Academic) 


Secondary - Day 
Technical Professional 

a) Industrial 

b) Commercial 

c) Art 

d) Agriculture 
(Plus basic core 

subjects) 


Period of 

S tudy 

Days per 
Week 

Periods 

Daily 

Minutes per 
Period 

Session Continuous 
or Non -continuous 

Certificate 

Awarded 

OBSERVATIONS 

Four years 

6 

6 

(Grades 9 
and 10 
have five 
periods 
Thursday, 
Friday & 
Saturday 

40 

or 

45 

Continuous 

Non-continuous 

Bachillerato 


Four years 

5 

8 

40 

Non-continuous 

Title of Spc.«. 

ialties Specialties Specialtie 


T 6 cnico in Indus- Tech. in Commer- 

Medio t^ial _ Vocational _ cial 


en Educa- 

Foundry 

Sewing Secretary 

ci 6 n In- 

Radio & 


dus trial 

TV 

Food Shorthand 

in Stu- 

Mechanics 

Weavings Typist 

dent's 

Auto- 

Artisan 

Specialty 

mechanic 

Electri- 

cidad 

Industrial 

Chemistry 

Refrigera¬ 

tion 

Carpentry 

Work 

Decorative 
& fine arts 


Source: 


MEC, Education Law, 1977 




















LEVEL 

Adult Education 
Literacy and accelerated 
Primary Education 
(Evening) 

Adult Education 
Accelerated Intermediate 
Program (Evening) 

Adult Education 
Accelerated Secondary 
Program 

Apprenticeship 

Training 


TABLE No. 79 
MEG 

STRUCTURE OF PUBLIC EDUCATION 
REGULAR AND ADULT EDUCATION 


Period of 
Study 

Days per 
Week 

Periods 

Daily 

Minutes per 
Period 

Session Continuous or 
Not-Continuous 

Certificate 

Awarded 

OBSERVATIONS 

Five years 

5 

3 

40 

Continuous 



(Each 6 months 

Equal 1 year) 

Three years 5 

(Completed in 
two semesters) 

A 

40 

Continuous 




5 

A 

40 

Continuous 




Flexible 


Source. MEC, Education Law, 1977 










72 

73 

73 

74 

74 

75 

75 

76 

76 

77 

77 

78 

78 


TABLE No. 80 

CONSEJO NACIONAL DE EDUCACION SUPERIOR 
Enrolljnent by Semester 1972-1978 
BolxYian Public Universities 
and Catholic University, La Paz 


SF 

(Sucre) 

SA 

(La Paz) 

ss 

(Cochabamba) 

TF 

(Potosi) 

TO 

(Oruro) 

GM 

(Santa Cruz) 

MS 

(Trinidad) 

.TB 

(Tarija) 

CA 

(La Paz) 

Total. 

2,298 

§,732 

3.970 

1,367 

1,957 

1,936 

671 

110 

206 

21,207 

2,469 

9,916 

4,294 

1,293 

2,021 

1,844 

746 

143 

523 

23,250 

2,274 

10,234 

4,535 

1,058 

1,732 

1,844 

643 

122 

493 

22,939 

2,627 

11,253 

5,016 

1X18 

2,032 

1,720 

716 

152 

788 

25,722 

2,747 

12,200 

5,368 

1,527 

2,269 

2,114 

701 

147 

787 

27,860 

3,032 

13,125 

5,576 

i,ai4 

2,390 

2,395 

776 

199 

910 

30,407 

3,377 

13,219 

6,105 

1,834 

2,432 

2,451 

950 

i 47 

787 

31,501 

3,975 

- 

- 

2,133 

3,067 

3,029 

1,262 

193 

- 

13,659 

3,813 

13,619 

6,716 

2,094 

3,001 

2,838 

1,124 . 

125 

i,i4o 

34,470 

4,679 

15,711 

7,784 

2,373 

3,498 

3,523 

1,638 

216 

1,539 

40,961 

4,551 

15,294 

7,138 

2,169 

3,707 

3,251 

1,489 

128 

1,471 

39,198 

5,038 

16,425 

8,447 

2,708 

4,517 

4,422 

1,981 

377 

1,462 

45,377 

4,857 

15,237 

7,838 

- 

4,587 

4,126 

2,716 

- 

1,130 

40,491 






















TABLE No. 8l 

CONSEJO NACIONAL DE EDUCACION SUPERIOR 
ENROLIMENT BY MAJOR DIVISIONS 
BOLIVIAN UNIVERSITIES 
FIRST SEMESTER 1977 

SF SA SS TF TO GM MS JB CA 


Major Division 

(Sucre) 

(La Paz) 

(Cochahamba) 

(Potosi) 

Agronomy 

0 

38 

579 

150 

Architecture and 

Arts 

0 

i, 4 io 

855 

20 

Humanities 

264 

828 

330 

0 

Pore and Natural 
Sciences 

0 

610 

121 

133 

Health 

2,434 

3,574 

2,633 

0 

Social Sciences 

1,340 

5,617 

2,540 

1,266 

Technology 

4 l 8 

2,394 

730 

652 

Polytechnic Institute 

223 

1,240 

0 

160 


4,679 15,711 7,788 2,381 


(Oruro) 

(Santa Cruz) 

(Trinidad) 

(Tarija) 

(La Paz) 

Total 

250 

396 

156 

86 

0 

1,655 

104 

101 

33 

l 4 

0 

2,537 

59 

15 

19 

0 

523 

2,038 

0 

10 

13 

2 

0 

889 

0 

199 

391 

33 

233 

9,497 

1,487 

2,004 

843 

60 

783 

15,940 

1,568 

759 

160 

21 

0 

6,702 

464 

4 l 

22 

0 

0 

2,150 

3,932 

3,525 

1,637 

216 

1,539 

4 l ,408 


TOTAL 















TABLE No. 82 

CONSEJO NAGTONAL DE EDUCACION SUPERIOR 
. University Faculty by Category 
Bolivian Universities 
First Semester 1977 



SF 

(Sucre) 

SA 

(La Paz) 

ss 

(Cochabamba) 

IF 

(Potosi) 

TO 

(Orur 0) 

m 

(Santa Cruz) 

MS 

(Trinidad) 

JR 

(Tarija) 

CA 

(La Paz) 

Total 

Deans 

2 

7 

6 

3 

- 3 

5 

3 

1 

0 

30 

Director of Studies 

0 

22 

6 

5 

3 

0 

0 

0 

0 

36 

Department Heads 

20 

39 

30 

12 

15 

14 

12 

5 

0 

i 47 

Full Time Faculty 

56 

161 

86 

33 

27 

238 

37 

l 4 

30 

682 

Adjunct Professors 

28 

172 

91 

24 

28 

0 

36 

36 

l 4 

429 

Assistant Professors 

138 

519 

274 

i 43 

131 

0 

93 

3 

25 

1,326 

Researchers 

11 

73 

1 

1 

1 

4 

1 

0 

0 

92 

University Extension 

0 

8 

3 

9 

11 

10 

12 

0 

0 

53 

TOTAL 

. 255 

1,001 

497 

_230 

219 

271 

194 

59 

69 

2,795 

Assistants 

123 

326 

163 

0 

142 

4 

76 

0 

0 

834 

TOTAL 

378 

1,327 

660 

230 

361 

275 

270 

59 

69 

3,629 














TABLE No. 83 

CONSEJO NACIONAL BE EDUCACION SUPERIOR 
NUMBER OF GRADUATES BY MAJOR DIVISIONS 
BOLIVIAN UNIVERSITIES 

1977 


Major Division 

SF 

(Sucre) 

SA 

(La Paz) 

SS 

(Cochabamba) 

TF 

(Potosl) 

TO 

(Oruro) 

GM' 

(Santa Cruz) 

MS 

(Trinidad) 

JB 

(Tarija) 

CA 

(La Paz) 

Total 

Agronomy 

0 

0 

4 o 

3 

0 

19 

6 

11 

0 

79 

Architecture and 

Fine Arts 

0 

23 

34 

2 

0 

0 

0 

0 

0 

59 

Humanities 

31 

7 

0 

0 

0 

0 

0 

0 

25 

63 

Pure and Natural 
Sciences 

0 

6 

11 

6 

0 

0 

0 

0 

0 

23 

Health 

221 

120 

169 

0 

0 

0 

12 

0 

0 

522 

Social Sciences 

67 

289 

172 

33 

2 

54 

25 

0 

17 

659 

Technology 

9 

35 

0 

39 

11 

12 

0 

0 

0 

106 

Polytechnic Institute 

0 

10 

0 

0 

5 

0 

0 

0 

0 

15 

TOTAL 

328 

490 

426 

83 

18 

85 

43 

11 

42 

1,526 








TABLE 84 


UNIVERSITY LEVEL 
ANNUAL COST PER STUDENT 
BY GOVERNMENT UNIVERSITY 
AVERAGE ENROLLMENT 
1977 


UNIVERSITY 

AVERAGE 

ENROLLMENT 

PESOS 

DOLLARS 
($b20 = US$1) 

UMSF - 

Sucre 

4,541 

$b, 9,778 

$US 489 

UMSA - 

La Paz 

15,503 

9,595 

480 

UMSS - 

Cochabamba 

7,463 

11,396 

570 

UBTF - 

Potosi 

2.275 

18,769 

938 

UBTO - 

Oruro 

3,820 

11,658 

583 

UBGM - 

Santa Cruz 

3,388 

23,738 

1,187 

UBMS - 

Tarija 

1,563 

22.758 

1,138 

UBJB - 

Trinidad 

172 

98.279 

4,914 

Total 


38,725 



Average 


$b, 12.868 

$US 643 













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cn 

cn 

c 


p 

o 

o 

II 

on 

no 

O 

1—1 

on 

'B 

r-l 

m- 

m- 

o 

M 

EH 

o 

II 

O 

tn- 

on 

00 

oo 

o 

00 

r-l 

o 



i>- 

II 

OJ 

co 



on 

1—1 

~=t 



[>- 

>H 


•N 

II 










cn 

o 


OJ 

II 










OJ 


GO 
I—I 
I>- 

r\ 

o- 


piH 

o 


P 


05 


o5 




N 



P 


o 


P 




pi 



pq 


o3 


S 




!h 





CO 


o5 




O 



p 


•H 

N 

P 


•H 

o3 




K 

P 


cc5 

05 

o 

CO 

•r-D 

03 


o 

< 

C. 

cr' 

Ph 

P 

fn 

o 

•H 

P 

•H 

p 

Ph 

P 

qi 


o 

P5 

p 

Ph 

C 

d 

d 

pq 

o 

P 

05 

o 

U 

o 

P 

o5 

OJ 

o5 

P 

Eh 

O 

p 

o 

O 

PM 

P 

CO 

w 

PM 


o 

Eh 


Source: El Diario, La Paz 23 Lecember, 1979 Prom INE files. 











TABLE No. do 
MEC 

RATE OF ILLITERACY IN BOLIVIA FOR I 976 FOR AGE GROUP OLDER THAN I 5 

URBAN 


o 


Eh 



00 

0 


LfN 

r-l 

On 

ON 

on 


H 

« II 

• 

• 


• 

« 

« 

* 

« 

« 



0011 

0 

LTN 

-d- 



00 

0 

OJ 




OJII 

OJ 

1 —1 

1 —1 

r-l 

OJ 

rH 

r-l 

1—1 



M 

II 

II 

11 











02 

11 

II 

II 

II 

II 











H 

II 

II 

II 











EH 

II 











M 

Oil 

-^11 

VO 

VO 

00 

J- 

LTN 

OJ 

on 

0 

0 

r—l 


VO 

on 

OJ 

OJ 

00 [i 

-4 11 

I-q 

t^ll 

00 

1 —1 


VO 

OJ 

0 

o- 

ON 

VO 

t>- 11 

M 

•^1 

•N 

.N 

cv 

C\ 

r\ 

•s 

r\ 

LTN 

1—1 

II 


vDil 

ON 

ON 

on 

on 

on 

00 

on 

r\ 


VO 11 

[JH 

t>-ll 


VO 

OJ 

1—1 

OJ 


OJ 

Lf^ 


IN- 11 

0 

rHlI 

!l 










H 11 
11 

0 

II 

II 

II 

II 

II 










11 

11 

11 

II 

II 

02 

11 

II 

II 

II 










11 

11 

11 

n 

H 

II 










11 

EH 

II 

II 

II 

II 

on 

-=!■ 

0 

on 

OJ 

1—1 

OJ 

0 

VO 

OJ 

n 

n 

n 

0 ll 

H 

OJII 

-d- 


r-l 

0 

0 

~=i- 

vO 

LTN 


OJ 11 


OM! 

r—1 



1—1 

00 

OJ 

on 

VO 

n 


r|l 




.N 

r\ 


r\ 

•N 

r 

11 


l>-ll 

o\ 

ON 

on 

1-1 


VO 

on 

t>- 

OJ 

12- II 

0 

0011 

on 

VO 


00 

00 

on 

ON 

on 


CO 11 


ONI 

ll 


cn 

f—1 




1—1 



ON 11 

0 

S 

11 

II 

II 

II 

II 










II 

II 

II 

11 

II 

h:i 

<; 

!l 

II 

II 

II 

0011 

0 

CO 

00 

LTN 

p-1 

00 


00 

-4 

ij 

h 

11 

11 

00 11 


von 

1—1 

00 

on 

0 


~=t- 

-4 

OJ 

VO II 

0 

OJII 

0 

m 

1—1 

C-- 

0 

OJ 

0 

OJ 

OJ 

CM II 


»^i 


rv 


.\ 

•N 


rv 


r 

•V 11 


-d-:i 

ON 

00 

o- 


00 


t^- 

on 

OJ 

-4 11 


von 


on 

VO 

ON 

0 

-4- 

rH 

-4 


VO 11 


H!l 



1 —1 


r-l 


OJ 



H 11 


-'ll 










'V 11 


cJII 










H 11 


g 

o 


ca 











EH 


< 






INI 





0 


H 




P 



W 


<; 






P 





02 


< 




0 



pH 


l-H 

tNl 

m 


M 

< 





P 

5 , 

< 


0 

02 

P 

<1 


0 


<£ 

& 

P 

p 


0 

H 

P 

P 

Q 


P 



C 2 

R 

P 

P 

P 

P 

s 

H 

0 

S 


0 


0 


< 

W 

<; 

P 

P 

0 

P 

u 

0 

P 

P 

02 

P 

p 


/ 


Source: El Diario, La Paz, 23 December, 1979? from INE files. 











TABLE No. 87 
MEC 

RATE OF ILLITERACY IN BOLIVIA FOR I976 FOR AGE GROUP OLDER THAN I5 

RURAL 


O 















0 


OJ U 

1 >- 

1— 1 

00 

ND 


CM 

0 

00 


CM 


H 

• 11 

% 

« 

• 


« 

• 

• 

• 

• 

• 

W M 

on I] 

on 

CO 


0 

I>- 

0 

on 

0 

tN- 

on 

H 


\S\ 11 

t- 

~=t 

LTN 

-ct 

ND 

LfN 

on 

on 

on 

LfN 



II 











IX M 

u 













11 













II 













11 











ca 

II 











w 

II 













11 













u 













II 













II 









cr^ 

(ON 



ON II 

i>- 

1—1 

1— 1 

00 

0 

on 

IN¬ 

on 

H 

GO II 


1—1 

CM 

1— 1 

rH 

rH 

IN- 

0 

LfN 

00 


X 

NO II 

CM 

00 

0 

r-l 

IN- 

- 4 - 

00 

tN- 

IN- 

NO 


X 

•v II 

.\ 


C\ 

.N 

r\ 

r\ 

»v 

•N 

r 

•N 

M 

VO II 

00 

0 

CM 

LTN 

00 

( — 1 

0 

LTN 

LfN 

00 



H II 

r-l 

1 —1 

LTN 

on 

CO 

on 

NO 

1 —1 


1— 1 

ptH 

CO II 

i —1 

CM 

1 — 1 


1 —1 





00 

0 

II 













II 











0 

II 













II 













II 













II 













II 













II 













II 











CQ 

II 












w 

II 













II 

11 

II 

CO II 

00 

on 

I>- 


00 

LfN 

0 

on 

0 

00 



On II 

C^ 

NO 

LTN 

NO 

on 

-d- 

tN- 

on 

LfN 

ON 


H 

i-H II 

CM 

CM 

(ON 


on 

1 —1 

on 

c- 

NO 

1 — 1 


X 

•N 11 


»s 

•N 

cn 

r\ 




C 




ON II 

CM 

t- 

0 

1—1 

CM 

1 — 1 

on 

0 

0^ 

ON 



H II 

X- 


1 — 1 

LfN 

ON 

on 

CM 

on 


NO 


0 

l>- II 

II 

II 


CM 

1 — 1 




(—1 



tN- 

< 

3 












s 

II 

II 

II 

II 

II 

II 

II 

I>- II 













LTN 


00 

CM 

00 

00 

N- 

NO 

(O' 

IN- 


<! 

00 II 

LTN 


I>- 

00 

-=!■ 

LfN 

~=t 

on 

0 

00 



00 II 

LTN 

0 

(ON 

LfN 

0 

LTN 

CM 

X- 

X- 

00 


0 

11 

.\ 



.s 

♦n 


C\ 

rs 

9 

C\ 


EH 

LfN II 

0 

00 

CM 

NO 

*—1 

CM 


X- 

Lr> 

ir\ 



on II 

VD 

on 

MD 

00 

00 

NO 

00 

X- 


on 



LTN II 

1—1 

-Zl" 

CM 


CM 


I—1 



ir\ 



II 










9\ 



H 11 










(-1 













X 

CO 











< 

EH 


< 


< 




CM 



EH 

s 


0 






Co 



0 

plL| 


< 


§ 




X 



EH 



CO 






0 






M 

CO 

w 


M 

< 





X 

X 

X 

< 1 : 


0 

CO 


<: 


0 


< 

<t 

cy 

P-. 

w 

X 

0 

H 


H 

Q 


w 

EH 

[Z) 


0 


EH 

X 


S 

§ 


w 

0 

prt 

< 

0 

X 

0 


<1 

H 

< 


n 

EH 

CJ 


0 

0 

CM 

EH 

CO 

CP 

CM 



Source: El Diario, La Paz, 23 DecemUer 1979 Prom INE files. 












TABLE No. 85 
MEC 

ENROLLMENT PROJECTIONS OF GRADES I TO 8 TO I987 RURAL AND URBAN 
_ BASED ON 1971 - 1976 ENROLLMENTS _ 



IN- 


N- 

r—1 

0 

NO 

Ed 

01 

ON 

CnJ 


1—1 

ON 

00 

LfN 



CO 

00 

IN- 

CO 


ON 


NO 


00 


OJ 

LfN 

CO 

IN- 

NO 

OJ 


OJ 



0 

« 

• 

• 

«k 

• 

♦ 

« 

« 


• 

ON 

~=t 

-d" 

00 

00 

OJ 

00 


0 

IN- 

NO 


Ed 


00 

00 

-d" 

OJ 

0 

-d" 

-Ef 

Ed 

CO 


00 


OJ 

P—I 


t—1 





00 

1-1 


ON 


ON 

1^ 

IN- 

LfN 

00 

IN- 

0 


0 

00 


00 


OJ 

00 

CO 

00 

00 

IN- 

ON 

IN- 

OJ 

CO 


LO 

00 



LfN 

NO 

CO 

00 

IN- 

IN- 

ON 

-d" 


CO 


» 








ON 

ON 

IN^ 

OJ 

0 


NO 

CO 

IN- 

UO 

00* 


Ed 

1—1 

NO 

IN- 


OJ 

-d- 

Ed 

CO 

0 

OJ 


CO 


OJ 








00 



ON 


NO 


OJ 

IfN 

00 

r—1 

IN- 

OJ 

00 

0 


00 


OJ 

CO 

NO 

IN- 

NO 

LfN 

ON 





IN- 

IN- 

IN- 

OJ 

00 

LfN 

LTN 

ON 

ON 

r—1 

0 


0 

tN- 

» 

« 

• 


• 

• 

• 

• 

• 

• 


• 

On 


0 

NO 

CO 

0 

_=J- 

0 

LfN 

NO 



IN- 

t—1 

LTN 

IN- 

CO 


ON 


Ed 

CO 

NO 

01 


00 


OJ 


1—I 

1—1 





IN- 



00 


-=i' 


CO 

CO 



OJ 

0 

OJ 

NO 


00 


ON 

NO 


00 

0 

0 

00 

-d 

LTN 

OJ 


IN- 

'iP 

0 

NO 

-=!■ 

00 

1-1 

1-1 

CO 

NO 

1-1 



OJ 

IN- 

• 

« 










ON 

r—1 

CO 


g 

LTN 

CO 

00 

OJ 

00 

Ed 


OJ 

!-1 

-j" 

NO 

CO 

00 


CO 

CO 

OJ 

f—I 


Et 


OJ 








t- 

1—1 


00 


ON 


-cf 

0 


NO 

0 

!-1 


IN- 


00 


CO 

-d" 

OJ 


LfN 


OJ 

0 

0 

00 


CO 

LTN 

CO 

0 

00 

IN- 

NO 

-Cj- 

0 

0 

NO 

Ed 


0 

r- 

« 

« 

• 

• 

• 

« 

• 

9 

» 

• 


« 

ON 

N- 

CO 

00 

ON 

ON 

ON 

NO 

r—1 

00 



LfN 

1—1 

CO 

uo 

OJ 

ON 

IN- 

00 

CO 

CO 

ON 


0 


OJ 

n-l 

1—! 






NO 

f—1 


00 


nD 

0 

NO 

ON 


1—1 

00 

NO 

LfN 

LfN 


0 


NO 

LfN 

CO 

LTN 

00 

LfN 

IN- 

00 

ON 

1—! 



-d" 

OJ 


1-^ 

CO 

ON 


CO 

00 

00 

CO 


OJ 

h- 

<« 

0 











ON 

0 

OJ 

CO 

CO 

IN^ 

06 

LfN 

0 

NO 

Ed 


I —1 

r—1 

0 

LfN 

OJ 

ON 

IN- 

CO 

CO 

CO 

Ed 

0 


LTN 


OJ 








NO 

(—1 


IN- 


CO 

OJ 

-zj- 

00 

1—i 

IN- 

0 

LTN 

CO 

OJ 


LfN 


NO 

OJ 

OJ 

NO 

-d" 

ON 

Ed 

NO 

OJ 

0 


OJ 

00 

LTN 

NO 

Ol 

IN- 

CO 

ON 

1—1 

LfN 

LTN 

IN- 


OJ 

IN- 

• 

« 



oJ 

IN- 








ON 

r—1 

0 

0 

NO 

- 4 " 

LfA 

06 

00 

Ed" 

CO 

LTN 

CO 

NO 

OJ 

CO 

OJ 



0 

OJ 


OJ 

1—t 

I—1 






NO 



IN- 


CO 



NO 

IN- 


ON 

CO 

00 

CO 


I —1 


OJ 

0 

r-l 

LfN 

IN- 

OJ 

ON 

ON 


ON 

OJ 

OJ 

NO 

0 

0 


CO 

OJ 

1—1 

CO 

OJ 


NO 

N- 

« 

• 

• 

« 

• 

♦ 

• 

• 

• 

6 


• 

ON 

0 

IN- 

OJ 

LTN 

IN- 

LfN 

OJ 

NO 

OJ 

Ed 


NO 

I— 

ON 

CO 


00 

NO 

CO 

CO 

OJ 

ON 

ON 


00 


—1 


r—1 





LTN 



NO 




LfN 

- 4 " 

CO 

IN- 

g 

00 

OJ 

I- 1 


CO 


0 

LfN 

ON 

CO 


LTN 

1—! 

1—i 


OJ 


r*^ 

OJ 

OJ 

CO 

CO 

ON 

NO 

NO 

CO 

OJ 


0 


• 


• 

» 

9 

• 

<1 

« 

• 

» 


• 


CO 


IN- 

CO 

OJ 

Ed 


OJ 

LfN 

LfN 


(—1 

ON 

00 

CO 

0 

N- 

NO 

CO 

OJ 

OJ 

NO 

00 


LTN 

1-1 


1—1 

f-1 





LfN 



NO 










LfN 

00 











1 -1 

NO 

CO 










05 

QJ 

-p 










■ri 

Td 

a 










cl 5 

cl 3 

(U 










E 

0 

E 

03 

s° 












1 










HJ 

-p 

0 










CJ 

c! 

EH 

CQ 


OJ 

CO 


LfN 

NO 

IN- 

00 

(U 

05 

a 

H 







S 

S 

H<U 

0 

< 

0) 

0) 

(U 

OJ 

0) 

0) 

CU 

05 

1 -1 

f—1 

■05 

TI) 


'Oi 

tJ 

TiJ 

TJ 


t :3 

1 -1 

1—1 

r-^ Oj 

pd 

a 3 

cd 

aJ 

cl 5 

fd 

05 

«5 

cl 5 

0 

0 

cl 3 E 

0 

El 

Eh 

Eh 

Eh 

E 

E 

E 

E 

E 

E 

-EO 

C 5 

C 5 

0 

0 

05 

03 

03 

(0 

C 

a 

0 







H 


EH 


fi 




c5 

H 


g 



Ph 

c:5 






< 


EH 


>H 

EH 

H 

M 

g 

s 


Grade 1 - 2 60 . 6 *^ Grade 5 - 6 43 . 1 ^ Grade 1 5 . 7 ^ Grade 5 6 . 4 ^ 

Grade 2 - 3 84 . 4 ^ Grade 6 - 7 120 , 9 ^ Grade 2 4 , 0 }^ Grade 6 

Grade 3-4 I 05 . 7 fo Grade 7 - 8 98. 2 ^ Grade 3 4 . 2 ^ Grade 7 6.8^ 

Grade 4-5 86. Grade 4 6 . 3 *]^ Grade 7 7 . 6 ^ 



















TABLE No, 88 Continuation 




NO 

LfO 

CON 

P 

LfN 

P 

O 

P 

(On 

00 

IN- 



1—1 

P 

LfN 

LfN 

1—1 

00 

UN 

ND 

OO 

(ON 




LfN 

OJ 

P 

P 

00 

oo 

CM 

CO 

P 

P 



• 

• 

• 

• 

o 

• 

• 

• 

« 

• 

« 




oo 

LfN 

CO 

00 

oo 

(ON 

CM 


o 

IN- 


P 

LfN 

O 

o 

ND 

ND 

IN- 

IN- 

IN- 

CM 

(ON 


1^ 

P 

OJ 

CM 

CM 

1—1 



CM 

CM 

P 











c—1 


»—1 



CO 

1-1 

CON 

CM 

OO 

P 

UN 

P 

OO 

OO 

ND 



00 

(ON 

P 

IN- 

CM 

IN- 

(ON 

OO 

UN 

O 

UN 



00 

OO 

CM 

(—1 

ND 

LTN 

1—1 

N- 

OO 

UN 

00 


VD 

• 

« 

♦ 


• 

• 

• 

% 

• 

• 

• 


00 

p 

OO 

IN- 

'c^ 

00 

LTN 

P 

IN- 

OO 

IN- 

o 


ON 

1—^ 

p 

CON 

LfN 

ND 

IN- 


r—1 

O 

CM 


(—1 

p 

CM 

1-1 

1-1 

1—! 


CM 

CM 

P 











1-1 


f—1 



ro 

f—^ 

P 

P 

IN- 

o 

OO 

UN 

(ON 

‘g 

OO 



CNI 

CM 

CM 

1-1 

P 

00 

ND 


CM 

oo 

< 


LTN 

(ON 

P 

ND 

O 

oo 

P 

UN 

cn 

00 


LTN 

• 

0 

« 


« 

• 

• 


« 

• 

• 

s 

00 

LfN 

OO 

CON 

P 

CJN 

CM 

(ON 

C\> 

CM 

UN 

IN- 

p 

ON 

ON 

oo 

00 

00 

P 

ND 

ND 

ND 

LfN 

CON 

P 


1-1 

OO 

CM 

I—1 

1—1 

I—1 

1-1 

1-1 

OO 

p 










% 


• 











(-1 


1—1 

< 













p 


NO 

CON 

OO 

IN- 

(ON 


CM 

CM 

P 

o 

P 

<c 


LfN 

r—1 

00 

OO 

P 

OO 

OO 

P 

ND 

o 

w 


OO 

00 

00 

IN- 

o 

CM 

O 

LfN 

00 

00 

N- 

p 

P' 

• 

% 

• 

« 

« 

• 

• 

• 

« 

« 

« 

p 

oo 

P 

P 

1—1 

OO 

o 

O 

UN 

OO 

P 

OO 

00 


ON 

P 

CM 

00 

IN- 

p 

ND 

ND 

UN 

(ON 

00 

IN- 

t- 


OO 

CM 

1—1 

1-1 

1—1 


o 

1—1 

CM 

CO 02 










« 


• 

ON EH 

r—^ 

H 

o s: 










(—1 


1-1 


OJ 

1—1 

CM 

o 

LfN 

(ON 

P 

1-1 

o 

p 

P 

p p 


OJ 

C- 

P 

o 

(ON 

1—1 

OO 

|—1 

oo 

1—1 

P 

p 


p 

o 

NO 

LTN 

LfN 

00 

00 

P 

CM 

(—1 

OO 

00 o 

CO 









• 

• 

Ph 

00 

p 

oo 

P 

OO 

1-1 

IN^ 

d 

P 

CM 

oo 

UN 

O g 

ON 

LTN 

1—1 

1—1 

ND 

OO 

LfN 

ND 

UN 

P 

IN- 

1—1 

P H 

1—1 

OO 

CM 

r—1 

1—1 

r—1 

' 


o 

1—1 

CM 

1 —1 vO 










1—1 


1—I 

t>- 













02 ON 
P P 


ON 

P 

CON 

IN- 

o 

OO 

o 

r—1 

(ON 

P 

OO 

P 

y 

LTN 

ND 

00 

ND 

LfN 

P 

o 

00 

CM 

CM 

LfN 

^ ' 

OO 

NO 

NO 

CO 

ND 

P 

o 

UN 

CM 

O 

CM 

P 

OJ 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

P P 

CO 

LfN 

t-- 

IN- 

OO 

OO 

LfN 

IN- 

o 

00 

OO 

r—1 

I>- 

ON 

OO 

o 

ND 

LfN 

CM 

LfN 

LfN 

UN 


ND 

UN 

P ON 

1—1 

OO 

CM 

P 

1-1 





I—1 

1—1 

O P 












• 













1-1 

m P 
P o 
o 


OJ 

OO 

CM 

CM 

LfN 

LfN 

P 

(ON 

p 

00 

CM 

p P 


1^ 

00 

f—1 

O 

00 

ND 

ND 

t—1 

(ON 

p 

P 

p p 


P 

LfN 

O 

00 

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o 

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1—I 

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p <; 

00 


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ND 

OO 

oo 

d 

CO 

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CM 

p p 

ON 


CON 

ND 

P 


UN 

LfN 

p 

OO 

LfN 

(ON 

o 


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1—1 

f—1 

r—1 

(—1 




(ON 

I—1 

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« 












• 

p 












r—1 

p 













s 


LfN 

OO 

CM 

o 

1—1 

o 

o 

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ND 

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p 


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oo 

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o 

00 

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i_4 


p 


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p 

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LfN 

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p 

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p 

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1—1 

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1—1 




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1—1 

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p 










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1 

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w 











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d 

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m 








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p 

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1—1 


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05 

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05 

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U 

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U 

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U 

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U 

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p 

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05 

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d 

d 

o 











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EH 

















l-q 

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t>~ CO 
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ON 


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ON 


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ON 


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CM 

CM 


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CM LfN 


CM 




CM 

t-- 

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r~l 

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LfN 

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o 

CSN 

CO 

o 

ION 

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00 


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VO OO 
LTN J- 


CM 

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CM 

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LfN J- 

» « 

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H 

P 


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H 

K 

P 

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w 

p 


K 

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P 

cis 

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p 

p 


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p 

p 


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CM 

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M 

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) 

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o 

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H 

1 

B 

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» 

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• 

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p 

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p 

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p 





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CM CO 


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CM 

P 


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TABLE No, 89 Continuation 


1 




t 

NO 

P 

00 

P 

00 



00 

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0 

CO 

NO 

CO 




p- 

00 

OJ 

CO 

00 



1 —1 

0 

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• 

» 

• 

< 




P 


00 


pq 



0 

UN 

NO 

p 

p 

S 



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CM 

P 







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g 


VO 

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00 

0 

p 

CO 

< 


CQ 


0 

0 

On 

p 




ON 

CM 

NO 

1 ^ 

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P 


1^ 

• 

• 

« 

• 

• 

< 





p 

CO 

NO 

P 



ON 

UN 

UN 

p 

P 

P 







CM 

K 








cn 







I>- EH 

LTN 

00 

VD 

00 

CO 

UN 

CQ P 


CX) 

1 —1 

p 

P 

p 

00 

CTn h 


a\ 

CO 

00 

NO 

UN 

CO 




• 

* 

• 

• 

0 




NO 

p 

x—\ 

CO 

P 

0 P 



oD 

p 

UN 

CO 

CM 

P 0 






CM 

P 







GO P 

TtI 







0 ^ 


00 

UN 

1 —1 

p 

1 —1 

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00 

tp 

0 

P 

p 

P 

p 

ON 

p 

IP 

CO 

p 

CTN 

P 


• 

« 

• 

• 

• 

r— 



00 

P 

NO 

p 

CO 

0 CQ 



p 

P 

P 

CO 

0 

H H 1 







CM 

§ P 








1 — 








K P 







co cr\ 

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0 

0 

NO 

CO 

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1— 


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CM 

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0 

P 


ON 

CO 

P 

UN 

p 

P 

0 p 


(- 1 

« 

• 

• 

• 

• 

c 



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1 - 1 

1—I 

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UN 

m 



P 


P 

CO 

00 

p n 






1—1 

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H CQ 







p < 








p m 

OJ 

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P 

P 

CM 

CM 



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NO 

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p 

0 

P 


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p 

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0 


t- 1 

• 

• 

e 

• 

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K 




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p 

00 

P 



VD 

CO 

CO 

CM 


P 








P 








g 


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p 

p 

p 

P 


CO 

tN- 

NO 

00 

CO 

NO 

P 


ON 

ON 

P 

CO 

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CO 

0 


1—1 

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• 

• 

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pcj 



00 

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CO 




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0 

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P 



p 

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u 

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CO 

CO 

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